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MAY. 1920 SPECIAL BULLETIN No. 1 



THE PENNSYLVANIA STATE COLLEGE 

SCHOOL OF AGRICULTURE 
RURAL LIFE DEPARTMENT 



FARM SHOP WORK 

IN PENNSYLVANIA 



STATE COLLEGE, CENTRE CO., PENNA. 



FARM SHOP WORK IN PENNSYLVANIA 



A study of repair and construction work as car- 
ried on by farmers, and as ])racticed in the vo- 
cational agricultural schools of Pennsvlva^'a. 



By 
FERDINAND THEODORE STRUCK 



"Submitted in partial fulfillment of the require- 
ments for the degree of Doctor of Philosophy, in 
the Faculty of Philosophy, Columbia University". 



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PREFACE 



Grateful acknowledgement is due the teachers 
and principals in the schools of Pennsylvania giving 
work in vocational agriculture, for their cooperation 
and assistance in making this study possible. Thanks 
are due my associates at The Pennsylvania State Col- 
lege, and to Mr. L. H. Dennis, with whom many points 
were discussed. Deepest ap])reciation is felt for the 
encouragement and helpful criticism received from 
Professor Bonser, Professor Dean, and Professor Sned- 
den, of Teachers College, Columbia University, and 
from Professor W. S. Taylor, of The Pennsylvania 
State College. 



CONTENTS 



PART I. 



CHAPTER I. 
GENERAL INTRODUCTION OF THE SUBJECT 



Page 



Organization of vocational agricultural education in Pennsylvania 7 
Certain preliminary assumptions regarding needs for vocational 

education S 

Reason for the study 9 

Definition of farm shop work 9 

Definition of the problem 9 

Scope of the problem 11 

Method of gathering data 11 

The farms studied a selected group 12 

Method of treatment 13 

Classification 13 

Size of farms 13 

Type of agriculture 15 

Farm enterprises are diversified 16 

Age of farmers 17 



CHAPTER II. 

FINDINGS ON THE BASIS OF ALL FARMS STUDIED AS 
ONE GROUP. (Group I). 



Explanations 19 

Construction work in wood 19 

Repair work in wood 25 

Construction work done for farmers by expert mechanics 33 

Work in cement and concrete 

Construction work 27 



Repair work 

Work done by mechanics 
Work done in iron and steel . 



29 

29 

29 

Saw filing 34 

Taps and dies 34 

Shoeing horses 34 



CHAPTER III. 

FINDINGS WHEN INFORMATION SECURED WAS GROUPED 

ACCORDING TO THE AGE OF THE FARMERS. (Groupe II). 

1. Work in wood 

Construction work 35 

» Repair work 40 

Interpretation of Group II 40 



CHAPTER IV. 

FINDINGS ON THE BASIS OF TYPE OF AGRICULTURE 
PURSUED. (Group III). 

1. Presentation and interpretation of facts found in Group III 



42 



PART II. 
CHAPTER II. 

THE TEACHING FORCE AND FARM SHOP CONDITIONS. 

Page 

1. The teaching force 47 

Experience in shop work 47 

Experience in teaching farm shop work 51 

Where teachers were trained 52 

Tenure 53 

2. Farm shop product 54 

3. Cost of material in shop work 56 

4. Shop work and related subjects 57 

5. Aim or purpose of farm shop work as stated by supervisors of 

agriculture 59 

6. Separate or combined shops 60 

7. Equipment for farm shop work 60 

CHAPTER VI. 
DEDUCTIONS AND CONCLUSIONS. 

1. What should t)e the aim or purpose of teaching farm shop work 

as a part of vocational agricultural education? 65 

2. Kinds of work that should l)e undertaken 65 

3. Materials that should be used 66 

4. Size of work undertaken 66 

5. Educational considerations conditioning the kind of work to 

be given 67 

6. Standards of workmanship 67 

7. The kind of shop that is desirable 68 

8. Equipment 6S 

9. Arrangement of shop equipment ». . . 69 

10. Method in farm shop work 70 

Organization on the project liasis 71 

Boys who do not live on farms 72 

11. Mechanical drawing as related to farm shop work 72 

Aim or purpose in teaching drawing 72 

Method in teaching drawing ■ 74 

Medium to use 74 

APPENDIX 

I. Tai)le 34. A suggested minimum list of equipment for farm shop work 

based on a class unit of 12 pupils. (It is assumed that all equip- 
ment is in one shop, so that separate complete units corresponding 
to the size of the class are not needed!. 

1. Equipment for work in wood 75 

2. Equipment for work in iron and steel 76 

3. Equipment for pipe fitting 77 

4. Equipment for work in cement 77 

5. Equipment for soldering and babbiting 77 

6. Equipment for mechanical drawing 77 . 

7. Equipment for work in leather 77 

8. General 78 

II. Table 35. A suggestive list of shop projects grouped according to sul)- 

ject matter divisions used in teaching vocational agriculture 78 

III. Table 36. A selected bibliography for farm shop work 79 

1. Addresses of publishers 82 

2. Addresses of agricultural colleges and extperiment stations S3 



PART I. 



GENERAL INTRODUCTION 

Organization of Vocational Agricultural Education in Penn- 
sylvania. — Public ^•ocational agricultural education in Pennsylvania 
is organized somewhat differently from the way it is in other states 
of the Union. In 1913 Mr. L. H. Dennis. State Director of Voca- 
tional Education, visited the various kinds of schools in the states 
that led in agricultural education. As a result of his study he or- 
ganized the "Rural Community A'ocational Schools" of Pennsyl- 
vania. These schools differ from the County High Schools of Mas- 
sachusetts and Wisconsin, and from the Congressional District 
Schools of Alabama and (ieorgia in that the rural community vo- 
cational school is established where it may serve a rural community 
rather than have its sphere defined by arbitrary geographical lines. 

Since the rural community vocational schools were designed 
csi)ecial]y to meet the needs of farm boys and girls it was decided 
that the underlying purpose of the instruction offered should be to 
prepare for a more productive agriculture and happier rural living. 
The schools are of high school grade, although boys and girls over 
14 years of age may pursue vocational agriculture or vocational 
home-making without having completed the eighth grade. These 
vocational courses are required of all pupils for the first two years. 
After that they may continue the vocational work for two more 
years, or may elect college preparatory work. In the vocational 
courses half of the time is spent in vocational work and half in 
general education and in related subjects. 

A'ocational agricultural education is also given in Pennsylvania 
in high school departments of agriculture as is the case in New 
York and other states. In Pennsylvania there is little difference in 
the quality and character of the agricultural education given in the 
rural communitv vocational schools and in agricultural departments 
in general high schools. In the latter schools the work, however, 
is optional to boys. Agricultural education in both kinds of schools 
is organized under the Federal A'ocational Education Act of 1917, 
as administered bv the Federal Board for A'ocational Education 



actiiii;- tlirough the State iioard for \ ocational Education. The 
schools meet the recjuirements of the Act, and receive state and 
federal aid. This makes it ])ossiblc to gixe to rural children the 
kind and quality of education that is adapted to the needs of rural 
life. 

'Jdie Lederal A ocational Education Act, through the standards 
that it sets uj), and l)y means of the supervision that it i)rovidcs is 
greatly improving the cjualit}' and character of secondary agricul- 
tural education. 

Certain Preliminary Assumptions Regarding Needs for Voca- 
tional Education. — Modern educational theory ])Ostulates that there 
be tangible relationships between school work and the future ac- 
tivities of ])upils. A'ocational education is a means to that end. It 
is recognized as essential to economic ])roducticin, and as an cfifec- 
tive means of insuring against an unskilled and uneducated prole- 
tariat which menaces our social and political institutions. 

Vocational agricultural education is the birthright of every 
American bov who wishes to become a farmer. 



^ A STUDY OF FARM SHOP WORK IN 

PENNSYLVANIA 
V 

CHAPTER I. 

Reason for the Study. — Far-reaching- changes have taken place 
within the hist two decades in the methods empk')yed, and in tools 

^ and machinery used in agriculture. The A\i(le introduction of power 
driven machinery, of factory and shop made "i)arts", such as drop 
forg^ing's, pipe iittings, hardware and plumbers' sup])lies, have re- 

J suited in much change in the natury of farm shop work, so that 
there is need for determining the validity of certain ])ractices domi- 
nant in the past, in order to determine whether or not the^' should 
be included in modern jirograms for vocational agricultural educa- 
tion. 

J It is commonl}- acce])ted by leaders of xocational education 

that it is most essential to teach those i)hases, or elements of given 
vocations that ha\e ])ro\ed to be of demonstrable \-alue (including 

^ social and ci\ic \alues), to the adult, successful followers of the 
vocations and to societ}' at large. With this thought in mind this 
studv seeks to establish certain facts i)ertinent to a restricted held 
of vocational agricultural education — namely to farm sho]) work. 

The study is undertaken at the joint recjuest of the Agricul- 
'' tural Division of the State Bureau of A'ocational Education, Harris- 
burg, and the Department of Rural Life of The Pennsylvania State 
College. 

Definition of Farm Shop Work. — 1 he term "farm sho]) work" 
is taken to mean re])air and construction work in various materials 

> of construction ])erformed by farmers in ])ursuit of their \ocation. 
The work is done with the aid of hand tools and appliances, as dis- 
tinguished from machinery. Some of this work is ])erformed in 
sheds or rej^air shops during inclement weather, or at slack seasons 
when work with crops or animals is not urgent ; the remainder of it 

f is performed an^'wherc on the farm where the need arises. 

Definition of the Problem. — Education in farm shop work in 
Pennsylvania, as in other of our states, is passing through a stage 
of transition. The little school training received by the teachers 
who pioneered in the work was usually received in manual training 



classes, witli the result that the exercise method, conventional 
manual training equipment, and related methods and ideals were 
largely carried over into the new held. In order to enable a pos- 
sible closer correlation and adaptation between farm shop work as 
practiced by successful farmers and education in farm shop work 
as given in the vocational agricultural schools and departments al- 
ready mentioned, this study has been, undertaken. 

In Part I, the attempt has been made to find out : 

1. W hat kinds of construction work do farmers perform in 
wood, concrete and in iron and steel? 

2. What kinds of rei)air work do farmers perform in the 
same materials ? 

3. What kinds of construction work in the materials men- 
tioned do farmers leave to expert mechanics such as 
carpenters, concrete workers and blacksmiths. 

4. What kinds of repair work in the same materials do 
farmers leave to expert mechanics? 

Part II consists of a presentation of conditions as thev exist 
in the schools with wdiich this study is concerned. It covers a 
study of the teaching force and a discussion, based on the facts 
found in the study, and on personal observation, and interviews of 
various phases of farm shop work as a part of a vocational agricul- 
tural education program. 

Scope of the Problem. — The data for Part I of the study were 
secured from 400 farmers who are distributed in thirty of the thirty- 
three communities of the state in which rural community vocational 
schools, and vocational agricultural dejiartments in high schools, 
were in operation during the school year of 1918-1919. Figure 1 
shows the location of these schools, that twenty-three are rural 
community vocational schools, and that the remaining ten are agri- 
cultural departments in high schools. The communities not in- 
cluded in Part I of the study are at W aynesburg, Blain and New- 
town Square. Data were not secured here because of illness of 
the agricultural teachers. 

Facts presented in the second part of the study were obtained 
from : 

a. The thirty-three supervisors of agriculture. These 
supervisors are the teachers of agriculture, being so 

10 



called because they supervise the Iionie project work 
which every pupil is recjuired to carry. Detailed infor- 
mation about the supervisors is given later. 

b. A second source of information was that of personal 
observation and discussion at the schools, supplement- 
ed in many cases by special conferences and In' cor- 
respondence. 

Method of Gathering Data. — It was deemed advisable to secure 
the data desired from the farmers through the pupils in the schools 
concerned. In order to accomplish this, personal visits were made 
to all of the schools. These visits were made in the course of two 
months, at the rate of 4 or 5 schools per week. In two cases slight- 
ly less than half a da}' was spent in the schools ; in two other cases 
two da3'S were spent in the schools ; in the remainder the time spent 
varied from a half to a whole day. Owing to the toi)ography of 
the state, and to distances traveled, it was not feasible to visit more 
than five schools per week. During the visits, printed question- 
naires were distributed among the pupils, and were then carefully 
explained to both teachers and ])U])ils. Pu])ils were asked, provid- 
ed they lived on farms, to take the questionnaires to their fathers 
or to friends in case the latter were farmers. The pupils were fur- 
thermore asked to explain the questionnaires to whoe^'er was to 
fill them out and to render assistance Avhere it seemed advisable in 
the mechanics of scoring the questionnaires. Upon being filled out, 
the latter were in all cases lirst returned to the respective schools, 
in order that they serve as a basis for discussion, and for action in 
connection with the educational work aiTected. Later the question- 
naires were sent to the writer. 

In order to find out more about farming conditions than could 
be revealed through the question blanks sent out through the 
pupils, and by visiting the schools, personal visits were made to a 
number of farms selected at random. In addition, the supervisors 
of agriculture were asked to give their ratings and classifications of 
the farms studied through the pupils. 

^ The Farms Studied a Selected Group. — Figure 1 shows that 
as regards location, the communities selected for study form, for 
practical purposes, a random distribution. On the other hand an 
elTort was made to secure returns from the "fair" and "good" farms 

11 



of the respective communities rather than from the "poor" ones, as 
the prevaiHng practice on ])oor or unsuccessful farms has little bear- 
ing on the question of Avhat kind of work the schools should pre- 
pare for. 

Table 1 shows that almost 94 per cent of the farms come within 
the classifications of "good" and "fair". In arriving at the classifi- 
cations, the supervisors were adxised to use reasonable standards of 



/^/so/r£ /. 




Vocational Agricultural- 
Schools AMD Departments 
1918-1919 



• /^(//5AL CoAj/y^6//v/rY l/'ac/^r/oA/^L Schools. 
^^^^^^'•® AG/^/cuLTa/^/iJ- DrF/^^t^f/^rs //v ///ON Schools. 



judgment. The financial success of the farmer was taken to be the 
best single criterion in arriving at these judgments, though general 
appearance, up-keep of the farm and the character and extent of 
home conveniences were not overlooked. In view of the fact that 
the supervisors of agriculture have had unusual experience and edu- 
cation in the field of agriculture, and since each man rated only 
the farms in the community in which he lives and works, it is felt 
that the classification is as reliable as are individual expert judg- 
ments in that particular thing. 

12 



Method of Treatment. — The information secured from the 
farmers was groui)ed in three distinct ways: 

1. In N'iew of the fact that over 70 per cent of the farming 
in the state is of the general farming type, it was 
thought advisable to group all of the data secured in 
the first classification, namely on the basis of all farms 
studied. It is believed that the facts brought out in 
this classification closely fit conditions in the entire 
state. It may be argued that poultry raising is quite 
difl'erent from dairying, but the former, as a distinct 
type of agriculture, is found on only half of one per 
cent of the farms. 

2. The data secured was next grouped on the basis of the 
ages of the farmers giving the information in order to 
show a possible relationship between age and the kind 
or variety of repair and construction work performed. 

3. The information was grouped according to the type of 
farming pursued, in order to see if this has a material 
intluencc on the kind or variety of repair and construc- 
tion work undertaken b^■ farmers. 

Classification. — In ]n-esenting the data secured from the farm- 
ers, the following distinctions ha\'e been made : 

1. Constructi(jn work in a gi\"en material is taken to mean 
"making'' work. It also includes repair work when 
performed on the objects originally constructed by 
farmers as it is assumed, that with a possible few ex- 
ceptions, more skill is required to make an object than 
to repair it. 

2. Repair work includes only the repair work done on 
objects not made by farmers. It will be kept in mind 
that the actual amount of repair work done is greater 
than shown in this classification as explained in the 
preceding paragraph. 

3. Work done by expert mechanics is that work which 
farmers leave to men who follow vocations such as 

/' that of carpenter, concrete worker and blacksmith. 

Size of Farms. — Information about the size of farms becomes 
significant especially when considered in connection with the type 

13 



of agriculture pursued. A truck farm or an apple orchard of forty 
acres may require more labor and yield a larger income than a 



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Table 1 

Showing how the Supervisors of Agriculture rate 369 out of the 400 farms 
studied. 

Rating Number of farms Per cent 

Good 196 53.1 

Fair 150 40.7 

Poor 23 6.2 

Table 2 
SIZE OF FARMS IN PENNSYLVANIA 





A. 


Farms 


Investigated 


B. 


Farms reported 


m U. S. Census 


Acres 


Mid Value 


Frequency Per 1000 




Frequency 


Per 1000 


Less than 
















3 




1.5 


1 


2.74 




972 




4.43 


3-9 




6.5 


1 


19.18 




19130 




87.24 


10-19 




15 


11 


30.14 




18556 




84.62 


20-49 




35 


72 


197.26 




39721 




181.13 


50-99 




75 


121 


331.51 




65687 




199.53 


100-174 




137.5 


128 


350.68 




55518 




253.16 


175-259 




217.5 


23 


63.01 




14096 




64.28 


260-499 




330 


2 


5.48 




4816 




21.95 


500-999 




750 








632 




2.89 


1,000 or 


over 








167 




.76 


Total 






365 






219,295 






Med 


an 


87.8 


Acres 


Median 73.8 


Acres 





wheat ranch of ten times that area. Table 2 shows that most of 
the farms studied range in size between 50 and 175 acres, and that 
the median size is 87.8 acres. The same table also shows how these 
farms compare in size with all of the farms of the state as reported 
in the U. S. Census Report of 1910. It will be noted that there are 
proportionately less very small farms, and fewer very large farms 
in the group studied than exist in the state at large. In other 
words, the group selected is more central in its tendency as regards 
size, than the group embracing all of the farms of the state. Figure 
2 shows the same facts graphically. The object in presenting the 
facts regarding the size of the farms is that it may favor accurate 
description in this report of the farms studied. 

^ Type of Agriculture. — The major part 70.1 per cent to be ex- 
act — of the agriculture on the farms considered is general in type. 
The term "general" means that the income is derived from growing 
the usual animals and field crops of the region. By referring to 



15 



Figure 1 it will be noticed that the central and south central parts 
of the state do not possess many vocational agricultural schools. 
The farming in these sections is very probably more general there 
than in the rest of the state owing to soil, topography, climate and 
distance to large markets. Professor Warren'''' says that "if we ex- 
cept the cotton farms, probably over 95 per cent of the United 

Table 3 

Showing how the Supervisors of Agriculture classified .365 of the 400 farms 
studied, as to type of farming. 



Classification 


N 


uml)er of farms 


Per cent 


General 

Dairy 

Truck 

Fruit 

Poultry 

Stock 




256 

81 

16 

9 

2 

1 

Table 4 


70.1 

22.2 

4.4 

2.5 

.5 

.3 



Showing the major farm enterprisest, as reported by the Supervisors of 
Agriculture, on 369 of the 400 farms studied. 

Enterprise Number Per cent. 

Stock 112 30.3 

No Major 77 20.9 

Dairy 71 19.2 

Crops 63 17.2 

Truck 18 4.9 

Fruit 17 4.6 

Poultry 5 1.3 

Flowers 1 .3 

Sundry 5 1.3 

States derive most of their income from a combination of crops 
and animals — general farming". 

Table 3 shows that the only other ty])e of farm largely repre- 
sented, is the dairy type, whereas truck, fruit and poultrv farms oc- 
cur in negligible quantities. In studying these facts in relationship 
to agricultural education, it must be ke])t in mind that practically 
all Pennsylvania farmers keep in the neighborhood of fifty hens, 
produce their own milk and butter, and grow their own vegetables. 

Farm Enterprises are Diversified. — As may be expected in a 
State in which general farming is predominant tlie mai'or enterprises 
are diversified in nature. The facts shown in Table 4 confirm the 
validity of the practice obtaining in tlie \-ocational agricultural 

*Warren, G. F., Farm Management, page lO-"'. 

tThose from which 40'^^ or more of the income was derived. 

16 



schools of the state in respect to subject matter selected. The be- 
ginning is made through a study of soils in relationship to field 
crops. Practicall}- all farming requires a knowledge of soils and 
field crops. Since the various types of farming have much in com- 
mon in theory and ]>ractice, it is customary to approach this com- 
mon subject matter through a stud}' of the ])re\ailing t}pe of agri- 
culture. 



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40. 







Age of Farmers. — It is interesting to note that the farmers who 
operate the more successful farms (classified as "good" and "fair") 
are not vouthful ;is a class, h'igure 3 shows that half of them are 
between 44 and 53 vears of age. 4 his, in connection with facts 
'ater presented in doable 21 bear out the wide S])read belief that 
agriculture is one of the broadest of ^■ocations due to the large num- 
ber of elements it has in common with life. 44ie latter table shows 
that the older farmers do about twice as many kinds of re])air and 
construction work as the younger farmers. This is no doubt due 
ii;i i)art to the fact that certain pieces of work, such as rei)airing or 
building a hog house, or a watering trough, is performed only oc- 
casionally, and so two or even five years of farm ex])erience will 
not give opportunity to do all kinds of work incidental to farming. 

It may be argued that the younger farmers hire more of their 



repair and construction work done than do the older men, but this 
conclusion is not in harmony with the facts shown in Figure 4. Ihe 
facts found point out that agriculture is a dynamic and energizing 
vocation that affords much opportunity for individual growth and 
development. 



IS 



CHAPTER II. 

Group I 

Explanations. — The reasons for groupings the data secured from 
farmers in three classitications have ah-eady been given. In order 
to make the results found in Group I comparable with the others, 
values have been reduced to a percentage basis. 

No time limit such as "during the last year" was indicated. In 
all cases, in this and in the other groups, the tables represent work 
performed at any time in the vocational life of the individuals con- 
cerned. 

It may be observed that Group I deals with 400 cases, where- 
as Table 2, giving the size of farms contains 365, and Figure 3, show- 
ing the age of the farmers who supplied the information, deals with 
but 361 cases. This is due to the fact that not all farmers would 
give their age and that the size of the farms was not, in all cases, 
known to the superxisors of agriculture who su])])]ie(l this particular 
information. 

Construction Work in Wood. — llie first table in Group I 
(Table 5), shows ho\\' many farmers per thousand have done cer- 
tain kinds of construction work in wood. The list is quite different 
from the kind of work often advocated as a preparation for repair 
and construction work on farms. Near the to]) of the list are many 
kinds of work that the large majority of teachers of farm shop 
work never attem])ted to teach. This may be due in a large meas- 
ure to the following reasons : 

1. Traditional manual training ideals have influenced 
shop work in agriculture. 

2. Text and reference books rellect the same tendencies 
to a greater or less degree. 

3. Teachers have thought too much in terms of work that 
can Ix' ]K'rformed entirely within the school j^lant. 

/ Table 5 shows the actual, as well as the relati\e number of 
times that certain construction work is done. If we compare with 
it, the kinds of work usually described in text books, Ave find con- 
siderable discrepancy, particularly in the relative order of import- 

19 



ance. For instance, thirteen farmers out of one hundred have 
made a bench hook — ver_\- commonly advocated, and seventy-one 
farmers per hundred built wire fence — a piece of work not common- 

/^fQu^rycy F'Sy^ /OO /zA/^avs 

1 \ \ \ 

1 Wire fence 

2 Nest for laying hens 

3 Chicken coop 

4 miking stool 

5 Nest for setting hen 

6 Fcnu gate 

7 Jockey stick 

8 HEunmer handle 




23 Sledge handle 

21 Chicken feeder 

22 Po'jl-ry house 



CH^A//C5 rO/? TM£: 

v//;/////A That ooms 



ly undertaken b}" schools. Many similar instances are apparent 
in the table. 

A conclusion that must be drawn is that farm shop w^ork 
should not be limited to the kinds of work that can be done within 
the school house, with materials and tools there available. 



20 



Table 5 

Showing kinds of construction work in wood performed by farmers on 400 
Pennsylvania farms. When the same object was both constructed and re- 
paired by a farmer it was listed as construction work. 







Frequency per 


Frequenc} 




Job 


400 farms 


1000 fa 


1. 


Wire fence 


284 


710. 


2. 


Nest for laying hens 


269 


672.5 


3. 


Chicken coop 


258 


645. 


4. 


Milking stool 


257 


642.5 


5. 


Nest for setting hens 


256 


640. 


6. 


Farm gate 


245 


612.5 


7. 


Jockey stick 


207 


517.5 


S. 


Hammer handle 


205 


512.5 


9. 


Feeding trough for chicks 


181 


452.5 


10. 


Pig pen 


178 


445. 


11. 


Rail fence 


173 


432.5 


12. 


Horse manger 


172 


430. 


13. 


Cattle manger 


170 


425. 


14. 


Board fence 


167 


417.5 


15. 


Plank drag 


164 


410. 


16. 


Hog house 


160 


400. 


17. 


Yard gate 


158 


395. 


18. 


Hatchet handle 


155 


387.5 


19. 


Feeding trough for swine 


152 


380. 


20. 


Sledge handle 


151 


377.5 


21. 


Chicken feeder 


147 


367.5 


22. 


Poultry house 


146 


365. 


23. 


File handle 


139 


347.5 


24. 


Pick handle 


138 


345. 


25. 


Saw horse 


138 


345. 


26. 


Bins for grain 


133 


332 5 


27. 


Mortar box 


131 


327.5 


28. 


Hay rack 


128 


320. 


29. 


Fruit ladder 


128 


320. 


30. 


Evener 


124 


310. 


31. 


Hand sled 


123 


307.5 


32. 


Horse drawn sled 


119 


297.5 


33. 


Tool box 


117 


292.5 


34. 


Watering trough 


116 


290, 


35. 


Trellis for grapes 


116 


290. 


36. 


Saw buck 


115 


287.5 


37. 


Wagon box 


115 


287.5 


38. 


Wood picket fence 


108 


270. 


39. 


Bird house 


103 


257.5 


40. 


Corn crib 


102 


255. 


41. 


Wagon jack 


99 


247.5 


42. 


Window screen 


99 


247.5 


43. 


Privy 


92 


230. 


44. 


Wagon seat 


92 


230. 


45. 


Smoke house 


91 


227.5 


46. 


Flight of steps 


91 


227.5 


47. 


Dog house 


90 


225. 


48. 


Garden marker 


89 


2225 


49. 


Ironing board 


88 


220 


50 


Crating 


87 


217.5 


51. 


W^ell covering 


87 


217.5 



21 



Table 5 (Continued) 



53. 
54. 
55. 
56. 
57. 
58. 
59. 
60. 
61. 
62. 
63. 
64. 
65. 
66. 
67. 
68. 
69. 
70. 
71. 
72. 
73. 
74. 



78. 

79. 

80. 

81. 

82. 

83. 

84. 

85. 

86. 

87. 

88. 

89. 

90. 

91. 

92. 

93. 

94. 

95. 

96. 

97. 

98. 

99. 
100. 
101. 
102. 
103. 
104. 
105. 
106. 



Job 
Feeding trough for stock 
Land leveler 
House ladder 
Wheelbarow 
Potato marker 
Trellis for tomatoes 
Seed corn testing tray 
Brush and currycoml) cabinet 
Trellis for small vines 
Implement shed 
Rabbit trap 
Nail cabinet 
Wood shed 
Door screen 
Road drag 
Vise handle 

Feeding trough for sheep 
Rabbit coop 
Step ladder 
Batten door 

Roughage feed rack for cattle 
Miter box 
Bread l>oard 
Ice house 
Wagon shed 
Planting stick 
Bench hook 
Chicken brooder 
Grain bed 
Beehive 
Kitchen stool 

Roughage feed rack for swine 
Kitchen sink 
Pigeon house 
Seed corn curing frame 
Tool carrier 
Saw clamp 
Sack holder 
Lawn or porch seat 
Windlass 
Fly trap 
Chicken crate 
Ensilage rack 
Kitchen table 
Wagon top 
Lumber rack 
Clothes rack 
Oats sprouter 
Porch chair 
Egg tester 
Combination barn 
Hive seat 
Dairy barn 
Horse barn 
Kitchen cabinet 



requency per 


Frequency per 


400 farms 


1000 farms 


84 


210. 


84 


210. 


80 


200. 


79 


197.5 


78 


195. 


78 


195. 


76 


190. 


73 


182.5 


73 


182.5 


72 


ISO. 


72 


ISO. 


71 


177.5 


70 


175. 


69 


172.5 


68 


170. 


67 


167.5 


63 


157.5 


62 


155. 


62 


155. 


61 


152.5 


60 


150. 


59 


147.5 


57 


1425 


55 


137.5 


53 


132.5 


52 


130. 


51 


127.5 


45 


112.5 


43 


107.5 


42 


105. 


41 


102.5 


40 


100. 


37 


92 5 


37 


92.5 


37 


92.5 


37 


92.5 


35 


87.5 


31 


77.5 


30 


75. 


30 


75. 


29 


72 5 


27 


67 5 


27 


67.5 


27 


67.5 


27 


67.5 


26 


65. 


26 


65. 


26 


65. 


25 


62.5 


23 


57 5 


22 


55. 


22 


55. 


20 


50. 


20 


50. 


17 


42.5 



22 



Table 5 (Continued! 







Freq 


uency per 


Frequency per 




Job 


400 farms 


1000 farms 


107. 


Seed corn tree 




17 


42.5 


108. 


Sewing horse 




17 


42.5 


109. 


Clothes line reel 




16 


40. 


110. 


Seed corn shed 




15 


37.5 


111. 


Trap nest 




15 


37.5 


112. 


Kitchen bin 




14 


35. 


113. 


Milk record sheet case 




13 


32.5 


114. 


Sheep barn 




11 


27.5 


115. 


Screw cabinet 




10 


25. 


116. 


Unloading chute for cattle 




10 


25. 


117. 


Cabinet for seeds 




8 


20. 


118. 


Fireless cooker 




7 


17.5 


119. 


Weight carrier 




3 


7.5 



It is likewise evident from the very character of the work repre- 
sented that it is highly important that both pupil and teacher re- 
ceive their inspiration as to what to do from conditions found on 
the boy's home farm. The teacher will need to be tactful and wise 
in guiding his pupils' thoughts so that the latter will purpose to do 
the kind of work that is of educational value, within his capacity 
and related to the technical agriculture being studied at the time. 

The Table shows that fireless cookers have been made by about 
two per cent of the farmers. It makes a difference whether an ob- 
ject such as this is comparatively new and unknown, or whether 
it is like the flail, old and less and less in demand as time goes on ; 
but this much may be said : the school ought first to teach how to 
construct or repair such objects as have demonstrable value today 
in the vocation of farming. Less than one per cent of the farmers 
made a weight carrier. Perhaps they prefer to get rid of stones 
by hitching their teams to stone-boats. 

Figure 4 shows graphically to what extent farmers do certain 
kinds of construction work in wood, and to what extent they leave 
such work to carpenters or other expert mechanics. The graph 
shows conclusively that farmers do almost all of such work them- 
selves, leaving little for expert mechanics to do. No doubt the 
latter can do much of this work faster and better than can farmers, 
but there are several factors that counterbalance this : 

1. Mechanics expect to be paid for time and cost of 
traveling to and from an out-of-town job. For small 
jobs, this is especially uneconomical. 

23 



2. When mechanics are brought to tlie farm, tlie\- must 
be fed, and sometimes lodii^ed — often an added l)urden 
to the farmer's busy wife. 

3. It is frequently impossible for farmers to secure the 
service of good mechanics. The latter do not, as a 
rule, like to go out-of-town for work lasting only a few 
hours, and the majorit}' likewise object to l)eing away 
from home at night. As good roads become more 
frequent, this objection \vill have decreasing weight. 

4. 1 he farmer can do much re])air and construction ^\■ork 
at times when cr<)])S and animals do not need his at- 
tenti(.)n, or when the weather is unfavorable for (jther 
work. 

The educational \alue of Figure 4 lies jirimarily in the fact 
that it shows how many farmers ])er hundred do the kinds of work 
described, and how that compares i)ro])ortionatel}' with similar 
work left to car])enters or other mechanics. 

Table 6 

Showing kinds of repair work in wood occurring .50 or more times per 1000 
farms, as found on 400 Pennsylvania farms. 



Job 



1. 


Door screen 


2. 


Wheelbarrow 


3' 


Rail fence 


4. 


Window screen 


5. 


Horse manger 


6. 


Cattle manger 


7. 


Bins for grain 


S. 


Wire fence 


9. 


Wagon box 


10. 


Horse barn 


11. 


Combination barn 


12. 


Hog house 


13. 


Dairy barn 


14. 


Board fence 


15. 


Farm gate 


16. 


Corn crib 


17. 


Pig pen 


18. 


Poultry house 


19. 


Horse drawn sled 


20. 


Fruit ladder 


21. 


Wagon tied 


22. 


Hay rack 


23' 


Wood picket fence 


24. 


Yard gate 



Frequency per 


Frequency per 


400 farms 


1000 farms 


94 


235. 


93 


232.5 


74 


185. 


74 


185. 


73 


182.5 


73 


182.5 


69 


172.5 


68 


170. 


65 


167.5 


64 


160. 


60 


150. 


59 


147.5 


54 


135. 


53 


132.5 


52 


130. 


51 


127.5 


46 


115. 


45 


112.5 


45 


112.5 


44 


110. 


44 


110. 


43 


107.5 


40 


100. 


40 


100. 



24 



Table 6 (Continued* 



Job 

25. Wagon seat 

26. Privy 

27. Chicken coop 

28. Step ladder 

29. Nest for laying hens 

30. Batten door 

31. Hammer handle 

32. Pick handle 

33. Implement shed 

34. Kitchen table 

35. Nest for setting hens 

36. Hatchet handle 

37. Smoke house 

38. Oats sprouter 

39. Jockey stick 
40 Kitchen sink 

41. Sledge handle 

42. Wood shed 

43. Milking stool 

44. W'atering trough 

45. Flight of steps 

46. Wagon top 

47. Hand sled 

48. Chicken crate 

49. File handle 

50. Well covering 

51. Ice house 

52. Potato marker 

53. House ladder 

54. Land leveler 

55. Mortar box 

The above table covers 58 out of 122 jobs reported on. Those not listed 
occur less than 50 times per 1000 farms. The table covers only such repair 
work as was performed on objects not originally built by the farmers. Repair 
work on objects built by farmers is included in Table 5. 

Tlic gra])]! shows, furtliermore, tlie necessity of teaching' cer- 
tain things tliat are not at ])resent a i)art of the school [jrograrn. 
Just wliat these things are. x'aries from school to school. 

Repair Work in Wood. — In interpreting Table (i it mtist be 
ke])t in mind that tlie table covers only such rei)air work as was 
performed on objects not originally built by farmers. This ac- 
counts for the lower frequenc}' shown for re])air work as comi)ared 
with construction work in the same material. As the results stand, 
y they argue in favor of teaching" considerable construction work — 
as much as is i)racticable considering that repair and construction 
work must always be regarded as a minor in agriculture. If, on the 
other hand, the relati\e frequency of repair work as such, were 



Frequency per 


Frequency per 


400 farms 


1000 farms 


39 


97.5 


38 


95. 


37 


92.5 


37 


92.5 


36 


90. 


34 


85. 


34 


85. 


34 


85. 


34 


85. 


33 


82.5 


33 


82.5 


31 


77.0 


31 


77.5 


30 


75. 


30 


75. 


30 


75. 


30 


75. 


29 


72.5 


28 


70. 


28 


7a 


27 


67.5 


27 


67.5 


26 


65. 


25 


62.5 


24 


60. 


22 


55. 


21 


52.5 


21 


52.5 


20 


50. 


20 


50. 


20 


50. 



greater than that of ce~)nstruction work, then it would mean that 
farm boys ought to be taught to repair work as (Hstinguished from 
construeting the same. 

Construction Work in Wood Done for Farmers by Expert Me- 
chanics. — As might be expected, barns, poultry houses and cabinet 
M'ork are largely found at the top of the list gi\en in Table 7. That 
certain work rather generally done by farmers is also found in this 
table, is probably due to the fact that there are always some farm- 
ers who, because of lack of experience or for other reasons, hire 
such work done. 

Table 7 

Construction work done in wood for farmers by expert mechanics who 
follow such work as a vocation, as found on 400 Pennsylvania farms. 



Job 

1. Combination Ijarn 

2. Kitchen sink 

3. Poultry house 

4. Dairy barn 

5. Horse bam 

6. Kitchen cabinet 

7. Door screen 

8. Kitchen table 

9. Privy 

10. Hog house 

11. Implement shed 

12. Jockey stick 

13. Pig pen 

14. Window screen 

15. Wheelbarrow 

16. Corn crib 

17. Cattle manger 
IS. Woodshed 

19. Step ladder 

20. Ironing board 

21. Horse manger 

22. Wagon box 

23. Smoke house 

24. Kitchen bin 

25. Flight of steps 

26. Wagon bed 

27. Wagon jack 

28. Horse drawn sled 

29. Bread board 

30. Bins for grain 

31. Wagon top 

32. Pick handle 

33. Sheep barn 

34. Fruit ladder 

35. Saw filing 

36. Clothes rack 



requencv per 


Frequency per 


400 farms 


1000 farms 


77 


192.5 


61 


152.5 


53 


132.5 


49 


122.5 


39 


97.5 


36 


90. 


35 


87.5 


35 


87.5 


34 


85. 


33 


82.5 


32 


80. 


32 


80. 


30 


75. 


30 


75. 


30 


75. 


29 


72.5 


29 


72.5 


26 


65. 


25 


62.5 


24 


60. 


24 


60. 


23 


57.5 


22 


55. 


22 


55. 


21 


52.5 


21 


52.5 


20 


50. 


20 


50. 


19 


47.5 


19 


47.5 


19 


47.5 


IS 


45. 


17 


42.5 


17 


42.5 


17 


42.5 


16 


40. 



26 



Table 7 ( Continued ' 



Frequency per 


Frequency per 


400 farms 


1000 farms 


16 


40. 


16 


40. 


15 


37.5 


15 


37.5 


15 


37.5 


13 


32.5 


13 


32.5 


12 


30. 


12 


30. 


12 


30. 


11 


27.5 


11 


27.5 


11 


27.5 


11 


27.5 


11 


27.5 


10 


25. 


10 


25. 


10 


25. 



/ 



Job 

37. Wagon seat 

38. Lawn or porch seat 

39. Chicken coop 

40. Hammer handle 

41. Hay rack 

42. Farm gate 

43. House ladder 

44. Chicken brooder 

45. Ice house 

46. Kitchen stool 

47. Sledge handle 

48. Hatchet handle 

49. Yard gate 

50. Porch chair 

51. Hand sled 

52. Vise handle 

53. Miter box 

54. Saw buck 

The above table shows the kinds of work that were done 25 or more times 
in 1000 cases. It covers 54 out of 122 kinds of work reported. 

Work in Cement and Concrete 

Construction Work. — The Portland Cement Association and 
similar organizations, the extension de])artments of state colleges, 
the United States Bureau of Agriculture, farm papers and other 
agencies by means of literature, lantern slides, moving pictures 
and demonstrations, have show^n farmers the possibilities of the 
building material — concrete — that largely aided the Romans in be- 
coming the greatest builders of their age. 

Figure 5 shows graphically to what extent farmers in Penn- 
sylvania arc using the material. Almost a third of them use it 
in floor work and in building foundations. The Figure also shows 
that out of nineteen objects or things listed only two are more 
frequently done by mechanics than by the farmers themselves. 
These are cisterns and silos. This is ]irobably due to the circular 
form work in^•olved in their construction. 

Under pioneer farming conditions, there was not the same need 
for a permanent building material that there is today w^hen the 
design of farm structures has been greatly standardized, and when 
the size of farms and the location of farmsteads is more stable. In 
considering wdiether or not concrete should be used in preference 
to some other material, one must consider initial cost along with the 



27 



cost of up-keep and permanence. The initial cost will vary largely 
according to the price of sand and gravel or crushed rock used as 
aggregate for the mixture. 



Showing proportion of farmers who construct certain kinds of concrete work, and those 
who have the same work done by expert mechanics who follow such work as a vocation. 




'° FKE/Sc/encr 'f pe./^ ^° Hunop-^a •i^/^^/^,^j ^ 




Ce>/7.jfrc/c//c/? war/: 



A conclusion of educational value to be drawn from the facts 
shown in Figure 5 and in Table 8, is that cement and concrete work 
deserves a place among the materials used in teaching farm shop 



28 



work. A material that is used by thirty-one per cent of the farmers 
should not be overlooked on our program for vocational agricul- 
tural education. 

Table 8 

Kinds of construction work in concrete occuring 37.5 or more times per 
1000 farms, as found on 400 Pennsylvania farms. The work listed represents 
that done by farmers. 

Frequency per Frequency per 

Job 400 farms 1000 farms 

Floor 164 310. 

Foundation 108 270. 

Walk 88 220. 

Cellar 68 170. 

Steps 6S 170. 

Watering trough 51 135. 

Gutter 47 117.5 

Cistern 47 117.5 

Fence post 36 90 

10. Milk house 35 90 

11. Garage 35 S7.5 

12. Retaining wall 29 72 5 

13. Culvert 20 50. 

14. Hitching post 19 47.5 

15. Silo 18 45. 

16. Footing 17 42.5 

17. Bridge 16 40. 
IS. Ice house 15 37.5 
19. Reservoir 15 37.5 

The above table includes 19 cases having the greatest frequency out of 29 
kinds of work reported on. 

Table 9 

Kinds of repair work in concrete, occurring 15 or more times per 1000 
farms. 

The list represents repair work done l^y farmers and does not include re- 
pair work done on jobs originally constructed l)y farmers. 





Job 


1 


Cellar 


2 


Floor 


3 


Foundation 


4 


Steps 


5 


Walk 


6 


Silo 


7 


Cistern 


8 


Fence post 


9 


Gutter 


10 


Hitching post 


11 


Retaining wall 


12 


Dam 


13 


Footing 


14 


Watering trough 



requencv per 


Frequency per 


400 farms 


1000 farms 


19 


47.5 


IS 


45. 


16 


40. 


13 


32.5 


12 


30. 


12 


30. 


10 


25. 


10 


25. 


s 


20. 


7 


17.5 


7 


17.5 


7 


17.5 


6 


15. 


6 


15. 



The above table includes 14 out of 28 kinds of work reported on. 



29 



Repair Work in Concrete. — A glance at Table 9 reveals that 
there is little repair work done in concrete. This is no doubt large- 
ly due to the pernianance of the material as well as to the fact that 
it is not used as frequently as is wood. For purposes of agricultural 
education, the field of construction work in concrete is more prom- 
ising than that of repair work. 

Table 10 

Kinds of construction work in concrete, occurring 27..5 or more times per 
1000 farms, as found on 400 Pennsylvania farms. The work done is that done 
by expert mechanics who follow such work as a vocation. 

Frequency per Frequency per 





Job 


1. 


Cellar 


2. 


Cistern 


3. 


Walk 


4. 


Floor 


5. 


Silo 


7. 


Watering trough 


8. 


Foundation 


9. 


Milk house 


10. 


Reservoir 


11. 


Garage 


12. 


Bridge 


13. 


Ice house 


14. 


Retaining wall 



00 farms 


1000 farms 


52 


130. 


49 


122.5 


41 


102.5 


37 


92.5 


35 


87.5 


2S 


70. 


25 


62.5 


22 


55. 


20 


50. 


19 


47.5 


13 


32.5 


13 


32.5 


11 


27.5 



The al:)Ove table covers 14 out of 29 kinds of work reported on. 

Work Done by Mechanics. — The kinds of work mechanics jier- 
form in concrete for farmers, (Table 10) is similar to that tmder- 
taken by the latter. The significant thing brought out is that farm- 
ers do most of such work themselves. Idie fact that equipment for 
work with cement is inexpensive is an added reason why it should 
not be overlooked in agricultural education. 

Work in Iron and Steel 

Much has been said for and against the practice of recpiiring 
agricultural students to take forge work as a part of their secondary 
education. In Pennsylvania, on the 400 farms studied, fourteen 
farmers per hundred have forges on their farms and, of that four- 
teen, thirteen do welding and tempering. (See Figure 6). The 
following diagram. Figure 7, shows how many farmers per hundred 
construct the twenty-one objects listed and how many repair such 
w'ork, btit do not make it. In the latter group, the clevis, punch, 
cold chisel and tongs are most prominent relatively. 

30 



5 fO /$ ^O 25 f,0 3S 40 4S 



50 Oi/r Of /oo A(^/^mi'^5 F/if c ^055- car 5 a} 1^5 



4S 



48 *' 'f 



ao 



'r // 



'/ // ///lA/O 3>7/4<5. 



20 



'' UJ£ Z4F3 AND D/eS, 



\/s 




/3 



/3 " ^' '' '' T^/y/z^/F^ sr^££. 

Iron and Steel 



/vc^6/^£ 6 



The following- are some of the variable factors entering into the 
question of whether or not a farmer ought to have a forge on his 
farm : 

1. Distance to a reliable blacksmith 

(a) Is the latter there the }ear around? 

(b) Arc his charges reasonable? 

r 2. Character of roads and available means of transporta- 

tion. 

3. Amount and character of work to be done. 

4. Mechanical ability of the farmer. 



31 



With so man}- varialjle factors to consider, it is un\\"ise to 
make positive assertions of a specific nature without a careful and 
detailed study and analysis of conditions ol)tained in given locali- 
ties. It mav be said in seneral that aside from \ocational values, 



I CUp.ln link 

t Gate hook 

J <3ialn hook 

i Slngletreo hook. 

5 Clevis 

6 Ring 

T Staple 

8 Punch 

9 Gate hlr.r:e 

10 i-iarnesj hook.... 
n Hasp 

12 Oonplete aolt.. 

13 Bolt head 

K Cold cjuael 

15 Wrench 

16 A."igl9 brace 

17 Swivel 

18 Bolt i-.ut 

19 Eye bolt 

20 rong 

2u.l ^^gle iron 



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4 



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zzz 



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zzz 



TTT 



ZZZ2 



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7777 



7777: 



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7777 



DOA'f BY ^^Msj^5. .•'ti-v;v//e 

f ' • • • ■.'~l .^r.'^^/.^ ]A^O.?A 
/HAPS 3Y /.VP/f'/^M-!.^ CO//C£fi'/ve-D - 



experience in forge practice has consirlerable \alue from the stand- 
point of general education in that it makes possible first hand, in- 
timate acquaintance with tools and materials important in provid- 
ing food and shelter for the human race. The work should natur- 
ally lead to a better understanding of characteristics peculiar to 
iron and steel, and should gi\"e api)reciation for structural design. 



32 



Table 11 



Construction work in iron and steel performed by farmers on 400 Penn- 
sylvania farms. This table includes repair work on objects that were originally- 
constructed bv farmers. 





Job 


1. 


Chain link 


2 


Gate hook 


3. 


Chain hook 


4. 


Singletree hook 


5. 


Clevis 


6. 


Ring 


7. 


Staple 


S. 


Punch 


9. 


Gate hinge 


10. 


Harness hook 


11. 


Hasp 


12. 


Complete bolt 


13. 


Bolt head 


14. 


Cold chisel 


15. 


Wrench 


16. 


Angle brace 


17. 


Swivel 


18. 


Bolt nut 


19. 


Eye bolt 


20. 


Tong 


21. 


Angle iron 



farms. 





Job 


1. 


Clevis 


2. 


Cold chisel 


3. 


Chain link 


4. 


Punch 


5. 


Singletree hook 


6. 


Chain hook 


/ . 


Gate hook 


8. 


Staple 


9. 


Gate hinge 


10. 


Wrench 


11. 


Harness hook 


12. 


Hasp 


13. 


Ring 


14. 


Tong 


15. 


Bolt head 


16. 


Angle brace 


17.. 


Bolt nut 


18. 


Plow share 


19. 


Swivel 


20. 


Twist drill 


21. 


Complete bolt 


22. 


Angle iron 


23. 


Star drill 


24. 


Eye bolt 



Frequency per 


Frequency per 


400 farips 


100 farms 


23 


7 


26 


7 


25 


6 


24 


6 


23 


6 


23 


6 


23 


6 


21 


5 


19 


5 


18 


5 


18 


5 


16 


4 


15 


4 


15 


4 


14 


4 


13 


3 


13 


3 


12 


3 


12 


3 


10 


2 


7 


2 


Table 12 




performed by farmers 


on 400 Pennsylv 


by farmers). 




Frequency per 


Frequency per 


400 farms 


100 farms 


37 


9 


33 


8 


22 


6 


22 


6 


20 


5 


19 


5 


18 


5 


16 


4. 


16 


4 


16 


4 


13 


3 


13 


3 


13 


3 


13 


3 


12 


3 


11 


3 


11 


• 3 


11 


3 


10 


3 


9 


2 


8 ■ 


2 


1 


2 


6 


2 


6 


2 



33 



Saw Filing. — By referring to F"igure 6 it is seen that half of 
the farmers have filed cross-eut saws — meaning timber saws — and 
that forty-eight per htmdred file their own hand saws. In view of 
the fact that a sharp saw will cut twice as fast as a dull one, and 
that less efiort is required to use the former, it ^^x)uld seem that 
every farm boy ought to know how to file saws — or to "fit" saws 
to use the terminology of mechanics. The fifty per cent of farmers 
Avho do not iile their saws probably would do so if they knew how. 
It is poor policy to depend upon someone else for a thing of that 
sort, as one may run his saw on a hidden nail, or otherwise dull it 
in a few minutes. 

Taps and Dies. — A small set of ta])s and dies will often save a 
trip to town, or to a repair shop, for farmers. As farm machinery 
of the more complex sort is much more common today than it was 
two decades ago, it has become desirable that farmers know how to 
use taps and dies. Figure 6 shows that at present one in every five 
farmers uses them. 

Shoeing Horses. — Nineteen per hundred farmers shoe horses. 
This figure includes replacing and tightening. Occasionally farm- 
ers who find it difficult to secure the services of good horse shoers, 
advocate that their sons be taught liorse shoeing in the vocational 
agricultural school. The absurdity of the request is a])i)arent to 
all Avho realize how much skill and strength such work requires. 



34 



CHAPTER III. 

Group II 

Findings When Information Secured Was Grouped According 
to the Age of the Farmers. — In order to sec if there is a relation- 
ship between age and the kind or variety of farm shop work under- 
taken, the information secured was grouped according to the three 
])rincipal age g"rou]>s re])resented. namely: v35 to 44 years, 45 to 54 
years, and 55 to 64 years. The other age groups are too small to 
lend themselves usefully to statistical treatment. 

Construction Work in Wood. — W hen construction work per- 
formed b}- farmers is classified on the basis of age, the results are as 
shown in Tables 13, 14, and 15. In order that these results may 
be ^•iewed comparatively. Table 16 has been arranged. If we call 
the column headed "Age 35 to 44'', Column 1, the one headed "Age 
45 to 54", Column 2, and the one headed "Age 55 to 65", Column 3, 
it will be noticed that there is not a single item in column one that 
is not excelled in column three, and that there are but five items in 
column two that are larger than the corresponding ones in the third 
column. Mewed as a whole, there is a steady increase in the kinds 
of work done from the youngest group to that of 45 to 54 years of 
age and again from the latter to the older group. 

Table 13 

Showing the number of farmers per hundred who perform certain con- 
struction work in wood. Data secured from 89 farmers, 3o to 44 years of age. 





Job 


Frequency 


per 100 




Job Frequency per 


100 


1. 


Wire fence 




67 


19. 


Rail fence 


33 


2. 


Nest for laying 


hens 


65 


20. 


Tool box 


33 


3. 


Chicken coop 




60 


21. 


Saw buck 


31 


4. 


Farm gate 




57 


22. 


Bins for grain 


30 


5. 


Milking stool 




57 


23. 


Evener 


30 


6. 


Nest for setting 


hens 


54 


24. 


Board fence 


30 


7. 


Hammer handle 




47 


25. 


Screw cabinet 


30 


8. 


Feeding trough 


for chicks 


46 


26. 


Wagon box 


30 


9. 


Horse manger 




39 


27. 


Plank drag 


29 


10. 


Sledge handle 




39 


28. 


Feeding trough for swine 


28 


11. 


Chicken feeder 




37 


29. 


Hay rack 


27 


12. 


Hatchet handle 




36 


30. 


Trellis for grapes 


27 


13. 


Hog house 




36 


31. 


File handle 


26 


14v 


Pig pen 




35 


32. 


Hand sled 


26 


1.5. 


Poultry house 




34 


33. 


Jockey stick 


25 


16. 


Yard gate 




34 


34. 


Cattle manger 


25 


17. 


Pick handle 




34 


35. 


Wagon seat 


25 


IS. 


Mortar box 




33 









35 



Table 14 

Showing the number of farmers per hundred who perform certain con- 
struction work in wood. Data secured from 152 farmers, 4.5 to 54 years of age. 





Job 


Frequency 


per 100 




Joli Frequency per 


100 


1. 


Wire fence 




76 


24. 


Pick handle 


37 


2. 


Chicken coop 




73 


25. 


Horse manger 


36 


3. 


Milking stool 




73 


26. 


Fruit ladder 


36 


4. 


Nest for laying 


hens 


73 


27. 


Mortar box 


35 


5. 


Farm gate 




67 


28. 


Watering trough 


35 


6. 


Nest for setting hens 


64 


29. 


Chicken crate 


34 


7. 


Hammer handle 




51 


30. 


Saw buck 


34 


8. 


Rail fence 




50 


31. 


Trellis for grapes 


34 


9. 


Plank drag 




50 


32. 


Bins for grain 


33 


10. 


Board fence 




48 


33. 


Tool box 


33 


11. 


Feeding trough for chicks 


47 


34. 


Jockey stick 


32 


12. 


Yard gate 




46 


35. 


Evener 


32 


13. 


Poultry house 




46 


36. 


Corn crib 


31 


14. 


Hatchet handle 




45 


37. 


Horse drawn sled 


31 


15. 


File handle 




43 


38. 


Hand sled 


30 


16. 


Chicken feeder 




41 


39. 


W'agon box 


29 


17. 


Feeding trough 


for swine 


41 


40. 


Bird house 


28 


18. 


Cattle manger 




40 


41. 


Ironing board 


27 


19. 


Hog house 




40 


42. 


Wagon jack 


27 


20. 


Sledge handle 




40 


43. 


Land leveler 


27 


21. 


Hay rack 




40 


44. 


Wood picket fence 


26 


22. 


Pig pen 




40 


45. 


Smoke house 


26 


23. 


Saw horse 




39 
Table 


46. 
15 


Garden marker 


25 




Showing the number of farmers per h 


lundrc 


d who perform certain construc- 


tion work in wood. 


Data secured from 


71 farmers, 55 to 64 years of age. 






Job 


Frequency 


per 100 




J0I3 Frequency per 


100 


1. 


Wire fence 




78 


30. 


Flight of steps 


40 


2. 


Nest for laying 


hens 


76 


31. 


Wagon box 


38 


i' 


Chicken coop 




73 


32. 


Watering trough 


3S 


4. 


Nest for setting 


hens 


73 


33. 


Window screen 


37 


5. 


Farm gate 




70 


34. 


Corn crib 


35 


6. 


Milking stool 




70 


35. 


Dog house 


35 


7. 


Hammer handle 




68 


36. 


Hay rack 


35 


8. 


Pig pen 




63 


37. 


Horse drawn sled 


35 


9. 


Hatchet handle 




59 


38. 


Tool box 


35 


10. 


Rail fence 




58 


39. 


Feeding trough for stock 


35 


11. 


Board fence 




58 


40. 


Wood picket fence 


34 


12, 


Yard gate 




52 


41. 


Smoke house 


34 


13. 


Mortar box 




51 


42. 


Bird house 


32 


14. 


Horse manger 




49 


43. 


Saw buck 


32 


15. 


Cattle manger 




49 


44. 


Ironing board 


30 


16. 


Plank drag 




49 


45. 


Wagon seat 


30 


17. 


Pick handle 




48 


•^G. 


\\^heel barrow 


30 


18. 


File handle 




48 


47. 


Well covering 


30 


19. 


Saw horse 




48 


48. 


Wagon jack 


28 


20. 


Feeding trough 


for chicks 


48 


49. 


W'ood shed 


28 


21. 


Bins for grain 




46 


50. 


\'ise handle 


27 


22. 


Hog house 




45 


51. 


Garden marker 


27 


23. 


Sledge handle 




44 


52. 


Chicken crate 


25 


24. 


Fruit ladder 




44 


53. 


Evener 


25 


25. 


Hand sled 




44 


54. 


Implement shed 


25 


26. 


Feeding trough 


for swine 


44 


55. 


Jockey stick 


25 


27. 


Poultry house 




42 


56. 


Land leveler 


25 


28. 


Privy 




41 


57. 


Wagon bed 


25 


29. 


Chicken feeder 




40 









36 



Table 16 

Showing the number of farmers per hundred who perform certain con- 
struction work in wood. Data secured from farmers grouped according to age. 







Fre 


quency per 


100 




Job 


Age 35-44 


Age 45-54 


Age 55-64 


1. 


Wire fence 


67 


76 


78 


2. 


Nest for laying hens 


65 


73 


76 


3. 


Chicken coop 


60 


73 


73 


4. 


Nest for setting hens 


54 


64 


73 


5. 


Farm gate 


57 


67 


70 


6. 


Milking stool 


57 


73 


70 


7. 


Hammer handle 


47 


51 


68 


S. 


Pig pen 


35 


40 


63 


9. 


Hatchet handle 


36 


45 


59 


10. 


Rail fence 


33 


50 


58 


11. 


Board fence 


30 


48 


58 


12. 


Yard gate 


34 


46 


52 


13. 


Mortar box 


33 


35 


51 


14. 


Horse manger 


39 


36 


49 


15. 


Cattle manger 


25 


40 


49 


16. 


Plank drag 


29 


50 


49 


17. 


Pick handle 


34 


37 


48 


IS. 


File handle 


26 


43 


48 


19. 


Saw horse 


27 


39 


48 


20. 


Feeding trough for chicks 


46 


47 


48 


21. 


Bins for grain 


27 


33 


46 


22. 


Hog house 


36 


40 


45 


23. 


Sledge handle 


39 


40 


44 


24. 


Fruit ladder 


22 


36 


44 


25. 


Hand sled 


32 


30 


44 


26. 


Feeding trough for swine 


28 


41 


44 


27. 


Poultry house 


34 


46 


42 


28. 


Privy 


19 


22 


41 


29. 


Chicken feeder 


37 


41 


40 


30. 


Flight of steps 


15 


24 


40 


31. 


Wagon box 


30 


29 


38 


32. 


\^'atering trough 


22 


35 


3S 


33. 


Window screen 


24 


24 


37 


34. 


Corn crib 


19 


31 


35 


•JO. 


Dog house 


20 


21 


35 


36. 


Hay rack 


27 


40 


35 


37. 


Horse drawn sled 


24 


31 


35 


38. 


Tool box 


33 


33 


35 


39. 


Feeding trough for stock 


18 


22 


35 


40. 


Wood picket fence 


16 


26 


34 


41. 


Smoke house 


21 


26 


34 


42. 


Bird house 


22 


28 


32 


43.. 


■ Saw buck 


31 


34 


32 


44. 


Ironing board 


19 


27 


30 


45. 


Wagon seat 


25 


24 


30 


46. 


W'heelbarrow 


15 


21 


30 


47. 


AVell covering 


18 


22 


30 



37 



48. Wagon jack 

49. Wood shed 

50. Vise handle 

Totals 



Table 16 (Continued i 



Job 



Frequency per 100 

Age 35-44 Age 45-54 Age 55-64 

21 27 28 

12 17 28 

17 14 27 



1531 



1915 



2276 



Note: There were 89 farmers 35 to 44 years of age, 152 farmers 45 to 54 
years of age, and 71 farmers oo to 64 years of age. 



Table 17 

Showing the number of farmers per hundred who perform certain repair 
work in wood. Data secured from 89 farmers, 35 to 44 years of age. 

Frequency per 100 
14 
14 
14 
12 
12 
12 
12 
11 
10 
10 
10 
10 





Job 


Freque 


ncy per 100 




Job F 


1. 


Door screen 




27 


13 


Corn crib 


2. 


Wheelbarrow 




22 


14 


Hog house 


3. 


Rail fence 




21 


15 


Privy 


4. 


Wagon seat 




21 


16 


Dairy barn 


5. 


Wire fence 




19 


17 


Chicken coop 


6. 


Window screen 




19 


IS 


Hay rack 


7. 


Horse manger 




17 


19 


Wagon bo.\ 


8. 


Horse barn 




15 


20 


Farm gate 


9. 


Board fence 




15 


21 


Kitchen table 


10. 


Cattle manger 




15 


22 


Step ladder 


11. 


Combination barn 


14 


23 


Poultry house 


12. 


Bins for grain 




14 
Table 


24 
18 


Wagon bed 



Showing the number of farmers per hundred who perform certain repair 
work in wood. Data secured from 152 farmers, 45 to 54 years of age. 





Job Frequency 


per 100 




Job Frequency per 


100 


1. 


Horse manger 


26 


17. 


Poultry house 


12 


2. 


Door screen 


24 


18. 


Wood picket fence 


12 


3. 


Wheel barrow 


24 


19. 


Batten door 


11 


4. 


Bins for grain 


23 


20. 


Implement shed 


11 


5. 


Window screen 


23 


21. 


Step ladder 


11 


6. 


Cattle manger 


22 


22. 


Pig pen 


11 


7. 


Rail fence 


20 


23. 


Chicken coop 


10 


8. 


Horse barn 


18 


24. 


Farm gate 


10 


9. 


Wire fence 


18 


25. 


Yard gate 


10 


10. 


Hog house 


18 


26. 


Horse drawn sled 


10 


11. 


Wagon box 


18 


27. 


Kitchen table 


10 


12. 


Dairy barn 


16 


28. 


Hatchet handle 


10 


13. 


Comlnnation barn 


16 


29. 


Fruit ladder 


10 


14. 


Wagon seat 


15 


30. 


Wagon top 


10 


15. 


Corn crib 


12 


31. 


Wagon bed 


10 


16. 


Board fence 


12 









38 



Table 19 

Showing the number of farmers per hundred who perform certain repair 
work in wood. Data secured from 71 farmers, 55 to 64 years of age. 





Job Frequency 


per 100 




Job Frequency per 


100 


1. 


Door screen 


31 


25. 


Hay rack 


14 


2. 


Horse manger 


28 


26. 


Batten door 


13 


3. 


Wheel barrow 


27 


27. 


Jockey stick 


13 


4. 


Wire fence 


24 


28. 


Step ladder 


13 


5. 


Farm gate 


21 


29. 


Milking stool 


13 


6. 


Cattle manger 


21 


30. 


Nest for laying hens 


13 


/ . 


Fruit ladder 


21 


31. 


Wagon seat 


13 


s. 


Window screen 


20 


32. 


Dairy barn 


11 


9. 


Combination barn 


20 


33. 


Horse barn 


11 


10. 


Bins for grain 


20 


34. 


Wood picket fence 


11 


11. 


Rail fence 


18 


35. 


Pick handle 


11 


12. 


Pig pen 


18 


36. 


File handle 


11 


13. 


Corn crib 


18 


37. 


Chicken crate 


10 


14. 


Board fence 


17 


38. 


Chicken coop 


10 


15. 


Yard gate 


17 


39. 


Chicken feeder 


10 


16. 


Hammer handle 


17 


40. 


Evener 


10 


17. 


Hog house 


17 


41. 


Wagon jack 


10 


18. 


Horse drawn sled 


17 


42. 


Potato marker 


10 


19. 


Wagon bed 


17 


43. 


Nest for setting hens 


10 


20. 


Wagon box 


17 


44. 


Plank drag 


10 


21. 


Hatchet handle 


16 


45. 


Porch chair 


10 


22. 


Sledge handle 


16 


46. 


Privy 


10 


23. 


Poultry house 


16 


47. 


Flight of steps 


10 


24. 


Watering trough 


16 


48. 


Hand sled 


10 






Table 20 







Showing the number of farmers per hundred who perform certain repair 
work in wood. Data secured from farmers grouped according to age. 



Job 



1. 


Door screen 


2 


Horse manger 


3. 


^A'heelbarrow 


4. 


Wire fence 


5. 


Farm gate 


6. 


Cattle manger 


7. 


Fruit ladder 


s. 


Window screen 


9. 


Combination barn 


10. 


Bins for grain 


11. 


Rail fence 


12. 


Pig pen 


13. 


Corn crib 


14. 


Board fence 


15. 


Yard gate 


16. 


/Hammer handle 


17. 


Hog house 


IS. 


Horse drawn sled 


19. 


Wagon bed 


20. 


Wagon box 


21. 


Hatchet handle 


22. 


Sledge handle 





Frequency 


per 


100 




Age 35-44 


Age 45-54 


A 


ge 55-64 


27 




24 






31 


17 




26 






28 


22 




24 






27 


19 




18 






24 


11 




10 






21 


15 




22 






21 


9 




10 






21 


19 




23 






20 


14 




16 






20 


14 




23 






20 


21 




20 






IS 


9 




11 






18 


14 




12 






18 


15 




12 






17 


6 




10 






17 


6 




9 






17 


14 




IS 






17 


6 




10 






17 


10 




10 






17 


12 




18 






17 


3 




10 






16 


5 




9 






16 



39 



10 


12 


16 


5 


6 


16 


11 


9 


14 


2 


11 


13 


3 


3 


13 


10 


11 


13 


6 


6 


13 


9 


7 


13 



Tabls 20 (Continued I 

Frequency per 100 
Job Age 35-44 Age 4o-.J4 Age 55-64 

23. Poultry house 

24. Watering trough 

25. Hay rack 

26. Batten door 

27. Jockev stick 

28. Step ladder 

29. Milking stool 

30. Nest for laying hens 

Totals 344 410 549 

Note: There were S9 farmers 35 to 44 years of age, 152 farmers 45 to 54 
years of age, and 71 farmers 55 to 64 years of age. 

Repair Work in Wood. — Herr as in the ])rc\iou.s classification 
wluTc all farms were used as a basis of stud)- it will be necessary to 
remember that repair work means onl_\- such rei)air work as wab 
done by farmers on objects not ma<le b\- farmers. Tables 17. 18, 
and 19 gi\e the results for the ai^e i^roups and Table 20 gives a 
com])arison of the three groups. 

The kinds of \\()rk done in the age grou]»s is summarized in 
Table 21. Since the A\()rk done In' ^•er^• few farmers per hun- 
dred is less significant in general for ])urposes of secondary educa- 
tion, ()nl\- that re])air work \\as included in the latter table which 
was done by 10 or more persons ])er hundred. Likewise for the 
construction work the limit was set at work done by 25 or more 
persons ])er hundred. 

Table 21 

Showing the relative frequency with which certain repair and construction 
work in wood is done by farmers grouped according to age. 

Age 35-44 Age 45-54 Age 55-64 

Number of kinds of repair work performed 

by 10 or more persons per hundred 24 31 48 

Number of kinds of construction work per- 
formed by 25 or more persons per hundred 35 47 58 

Interpretation of Group II. — It has been shown that farmers 35 
to 44 vears of age do fewer kinds of repair and construction work 
than is done by farmers 45 to 54 years of age, and that the latter 
grou]) (\o fewer kinds of work than farmers 55 to ()4 }^ears of age. 

If farmers had much of their repair and construction work 
done bv mechanics, it might be inferred that the younger farmers 
depend more largely on mechanics for such work than do the 

40 



(i!(icr farmers. But Figure 4 shtnvs, as far as the kinds of we)rk 
'reated in this study are cuncerned, that the anniunt of work is 
negligible that farmers lea\e to mechanics. It is consistent with 
accumukited experience to interjjret the facts to mean that agricul- 
ture is a vocation so l)road that it actually recjuires a number of 
} ears in order to ol^tain a \\ell rounded training in it. Rotations 
in crops and changes brought al)out by s^jecial market conditions 
are some of the reasons why the work varies from year to year. 
C'ertain objects such as liog houses are built only occasionally, and 
certain re])air work has to be done only every few years. Success- 
ful larmers are aJways learning and grow constanth' in their voca- 
tion. A lifetime of successful farm experience is not time enough 
in which to master the skills and acquire the technical knowledge 
that may be used in the pursuit of an ag'ricultural career. 



/" 



CHAPTER IV. 

Group III 

Findings on the Basis of Type of Agriculture Pursued 

It was found in Table 3 that there are 256 general farms and 
81 dairy farms among the 400 farms studied. Tables 22 and 23 
show the number of farmers per hundred on the general farms who 
do certain construction and repair work in wood, and Tables 24 and 
25 give similar results for dairy farms, while Table 26 gives a com- 
parison of construction work as performed on the three principal 
groups of farms; namely, the group containing all farms, the one 
containing general farms and the one made up of dairy farms. 
Table 27 gives a comparison of repair work as performed on the 
groups of farms just mentioned. 

Interpretation of Facts Found in Group HI. — The comparative 
tables show that, as regards the kinds of work studied, there is 
much similarity in the three groups of farms. There are several 
reasons for this. In the first place the group headed "General 
farms", makes up approximately 70 per cent of the first group which 
contains all of the farms included in the study. Again, the farmers 

Table 22 

Showing the number of farmers per hundred who perform certain con- 
struction work in wood. Data secured from 236 farmers operating general 
farms. 





Job 


Fre 


quency per 100 




Jol) Frequency per 100 


1. 


Wire fence 






73 


20. 


Poultry house 


37 


2. 


Farm gate 






65 


21. 


File handle 


36 


3. 


Nest for laying 


hens 


65 


22. 


Mortar Bo.x 


35 


4. 


Milking stool 






64 


23. 


Pick handle 


35 


5. 


Chicken coop 






63 


24. 


Saw horse 


34 


6, 


Hatchet handle 






59 


25. 


Chicken feeder 


33 


1 . 


Nest for setting 


he 


ns 


56 


26. 


Trellis for grapes 


33 


8. 


Hammer handle 






50 


27. 


Fruit ladder 


32 


9. 


Rail fence 






45 


28. 


Horse drawn sled 


30 


10. 


Board fence 






45 


29. 


Hand sled 


30 


11. 


Yard gate 






42 


30. 


Bins for grain 


30 


12. 


Feeding trough 


for 


chicks 


41 


31. 


Jockey stick 


30 


13. 


Plank drag 






40 


32. 


Hay rack 


29 


14. 


Horse manger 






39 


33. 


Watering trough 


28 


15. 


Sledge handle 






38 


34. 


Evener 


28 


16. 


Pig pen 






38 


35. 


Saw buck 


27 


17. 


Hog house 






38 


36. 


Wagon box 


27 


18. 


Feeding trough 


for 


swine 


38 


37. 


Wood picket fence 


26 


19. 


Cattle manger 






37 


38. 


Chicken crate 


26 



42 



Table 23 

Showing the number of farmers per hundred who perform certain repair 
Bork in wood. Data secured from 256 farmers operating general farms. 





Job 


Freq 


uency per 100 




1. 


Door screen 




29 


15. 


2. 


Wheelbarrow 




23 


16, 


3. 


Window screen 




22 


17. 


4. 


Horse manger 




18 


18. 


5. 


Farm gate 




18 


19. 


6. 


Wagon box 




17 


20. 


/ . 


Bins for grain 




17 


21. 


S. 


Cattle manger 




17 


22. 


9. 


Hog house 




16 


23^ 


10. 


Wagon seat 




15 


24. 


11. 


Rail fence 




15 


25. 


12. 


Combination liarn 


15 


.26. 


13. 


Wire fence 




15 


27. 


14. 


Horse barn 




15 
Table 


28. 
24 



Job 
Corn crib 
Fruit ladder 
Pig pen 
Board fence 
Horse drawn sled 
Wagon bed 
Step ladder 
Yard gate 
Chicken coop 
Nest for laying hens 
Nest for setting hens 
Poultry house 
Wood picket fence 
Hatchet handle 



Frequency per 100 
13 
13 
13 
13 
12 
11 
11 
11 
11 
10 
10 
10 
10 
10 



Showing the number of farmers per hundred on dairy farms who perform 
certain construction work in wood. 





Job 


Frequency per 100 




Jol) Frequency per 


100 


1. 


Milking stool 




65 


24. 


Corn crib 


35 


2. 


Nest for laying 


hens 


65 


25. 


Board fence 


35 


3. 


Chicken coop 




59 


26. 


Hatchet handle 


35 


4. 


Wire fence 




59 


27. 


Watering trough 


35 


5. 


Nest for setting 


hens 


54 


28. 


Chicken feeder 


33 


6. 


Farm gate 




52 


29. 


Yard gate 


33 


7. 


Hammer handle 




52 


30. 


Mortar box 


33 


8. 


Horse manger 




47 


31. 


Hand sled 


32 


9. 


Bins for grain 




46 


32. 


Tool box 


32 


10. 


Hay rack 




46 


33. 


File handle 


31 


11. 


Saw horse 




42 


34. 


Saw buck 


31 


12. 


Sledge handle 




41 


35. 


Fruit ladder 


30 


13. 


Cattle manger 




41 


36. 


Window screen 


28 


14. 


Feed trough for 


swine 


41 


37. 


Horse drawn sled 


28 


15. 


Wagon box 




41 


38. 


Chicken crate 


28 


16. 


Rail fence 




40 


39. 


Smoke house 


26 


17. 


Hog house 




40 


40. 


Land leveler 


26 


18. 


Plank drag 




37 


41. 


Potato marker 


26 


19. 


Feeding trough 


for chicks 


37 


42. 


Crating 


25 


20. 


Evener 




36 


43. 


Wood picket fence 


25 


21. 


Pick handle 




36 


44. 


W'agon jack 


25 


22. 


Poultry house 




36 


45. 


Flight of steps 


25 


23. 


Pig pen 




36 









in all three groups keep cows — not to the extent that those do who 
run dairy farms, but enoug"h to g'ive them similar experiences. In 
similar manner, practicalh' all farmers keep chickens, horses, swine, 
raise some garden trtick, some field crops and have other experi- 
ences in common. It may be concluded from this that practically 



43 



Table 25 



Showing the number of farmers per hundred on dairy farms who perform 
certain repair work in wood. 





Job Frequency per 100 




Job Frequency per 100 


1. 


Dairy l^aru 


27 


17. 


Potato marker 


2 


2. 


Rail fence 


26 


18. 


Milking stool 


.2 


3' 


Horse manger 


25 


19. 


Pick handle 




4. 


Horse barn 


23 


20. 


Hay rack 




5. 


Wheelljarrow 


22 


21. 


Smoke house 




6. 


Wire fence 


21 


22. 


Kitchen sink 




7. 


Bins for grain 


18 


23. 


Kitchen table 




8. 


Board fence 


18 


24. 


Pig pen 




9. 


Door screen 


17 


25. 


Window screen 




10. 


Wagon seat 


17 


26. 


Wagon bed 




11. 


Cattle manger 


16 


27. 


Woodshed 




12. 


Poultry house 


16 


28. 


Chicken brooder 


.0 


13. 


Combination barn 


15 


29. 


Hammer handle 


10 


14. 


Hog house 


15 


30. 


Fruit ladder 


10 


15. 


Farm gate 


12 


31. 


Step ladder 


10 


16. 


Ice house 


12 
Table 


32. 
26 


Wheel liarrow 


10 



Comparing construction work 
eral farms, and (c) Dairy farms, 
in Table 3. 









Num 




Job 




All Farms 


1. 


Wire fence 




71 


2. 


Nest for laying 


hens 


67 


3. 


Chicken coop 




61 


4. 


Milking stool 




64 


5. 


Nest for setting 


hens 


64 


6. 


Farm gate 




61 


7. 


Jockey stick 




52 


8. 


Hammer handle 




51 


9. 


Feeding trough 


for chicks 


45 


10. 


Pig pen 




44 


11. 


Rail fence 




43 


12. 


Horse manger 




43 


13. 


Cattle manger 




42 


14. 


Board fence 




42 


15. 


Plank drag 




41 


16. 


Hog house 




40 


17. 


Yard gate 




40 


18. 


Hatchet handle 




39 


19. 


Feeding trough 


or swine 


3S 


20. 


Sledge handle 




38 


21. 


Chicken feeder 




37 


22. 


Poultry house 




38 


23. 


File handle 




35 


24. 


Pick handle 




34 


25. 


Saw horse 




34 


26. 


Bins for grain 




33 


27. 


Mortar Ijox 




33 


28. 


Hay rack 




32 


29. 


Fruit ladder 




32 


30. 


Evener 




31 



in wood as found on (a) All farms, (b) Gen- 
The numljer of farms in each group is given 



ber of times per 100 farms 
General Farms Dairy Farms 



73 
65 
63 
64 
56 
65 
30 
50 
41 
38 
45 
39 
37 
45 
40 
38 
42 
59 
38 
38 
33 
37 
36 
35 
34 
30 
35 
29 
32 
28 



59 
65 
59 
65 
54 
52 
16 
52 
37 
36 
40 
47 
41 
35 
37 
40 
33 
35 
41 
41 
33 
36 
31 
36 
42 
46 
33 
46 
30 
36 



44 



Table 26 (Continued) 



Number of times per 100 farms 





Job 


All Farms 


General Farms 


Dairy 


31. 


Hand sled 


31 


30 


26 


32. 


Horse drawn sled 


30 


30 


28 


33. 


Tool bo.\ 


29 


23 


32 


34. 


Watering trough 


29 


28 


35 


35. 


Trellis for grapes 


29 


33 


17 


36. 


Saw buck 


29 


27 


31 


37. 


Wagon box 


29 


27 


41 


38. 


Wood picket fence 


27 


26 


25 


39. 


Bird house 


26 


24 


23 


40. 


Corn crib 


23 


22 


35 


41. 


Wagon jack 


25 


24 


25 


42. 


Window screen 


25 


19 


28 


43. 


Privy 


23 


22 


18 


44. 


Wagon seat 


23 


22 


22 


45. 


Smoke house 


23 


23 


26 


46. 


Flight of steps 


23 


22 


26 


47. 


Dog house 


22 


22 


17 


48. 


Garden marker 


22 


♦ 18 


22 


49. 


Ironing board 


22 


23 


21 


50. 


Crating 


22 
Table 27 


IS 


25 



Comparing repair work 
farms, and (c' Dairy farms. 
Table 3. 

Job 

1. Door screen 

2. Wheel barrow 

3. Rail fence 

4. Window screen 

5. Horse manger 

6. Cattle manger 

7. Bins for grain 

8. Wire fence 

9. Wagon box 

10. Horse barn 

11. Comb'nation barn 

12. Hog house 

13. Dairy barn 
14 Board fence 

15. Farm gate 

16. Corn crib 

17. Pig pen 

18. Poultry house 

19. Horse drawn sled 

20. Fruit ladder 

21. Wagon bed 

22. Hay rack 

23. Wood picket fence 

24. Yard gate 

25. Wagon seat 

26. Privy 

27. Chicken coop 



in wood as found on (a) All farms, (b) General 
The number of farms in each group is given in 

Number of times per 100 farms 
All Farms General Farms Dairy Farms 
24 



IS 
IS 
18 
13 
17 
17 
17 
16 
15 
15 
14 
13 
13 
13 
12 
11 
11 
11 
11 
11 
10 
10 
10 
10 
9 



29 


17 


23 


10 


15 


26 


22 


11 


IS 


23 


17 


16 


17 


18 


15 


21 


17 


5 


15 


23 


15 


15 


16 


15 


11 


27 


12 


18 


18 


12 


13 


9 


13 


11 


11 


16 


12 


9 


13 


10 


11 


11 


11 


11 


10 


5 


11 


6 


15 


17 


8 


7 


11 


11 



45 



10 


10 


10 


7 


8 


9 


9 


10 


9 


11 


9 


9 


4 


11 


10 


5 


10 


9 


9 


12 


1 





5 


6 


4 


11 



Table 27 (Continued) 

Number of times per 100 farms 
Job All Farms General Farms Dairy Farms 

28. Step ladder 9 

29. Nest for laying hens 9 

30. Batten door S 

31. Hammer handle 8 

32. Pick handle 8 

33. Implement shed S 

34. Kitchen table 8 

35. Nest for setting hens 8 

36. Hatchet handle 8 

37. Smoke house 8 

38. Oats spouter 8 

39. Jockey stick S 

40. Kitchen sink 8 

all farmers in Pennsylvania except the very few who grow nothing 
but truck, a variety or two of frt:it, flowers, etc., have many ex- 
periences in common and do much the same kind of repair and con- 
struction work. It is granted that tliis work varies in amount with 
the type and size of farm operated. 

In planning courses of study for \ocational agricultiu'al schools, 
one is forced by economic considerations to consider primarily the 
best interests of the majority of pupils. Rural schools cannot now, 
as a rvile, offer as many options to pupils as can the schools of 
urban centers. It is hardly economically feasible for most agricul- 
tural schools of secondary grade in Pennsylvania to offer separate 
specialized courses in agronomy, horticulture, animal husbandry, 
poultry raising and other major phases of agriculture. There are 
other reasons why it is not attempted. 

The conclusion drawn is that the repair and construction work 
that was done most commonly by the farmers in Group I (which 
contained all of the farms studied) closely re])resents essentials for 
over 90 per cent of the farming of the state of Pennsylvania. 



46 



PART II. 
CHAPTER V. 

The Teaching Force 

At the time this stud}^ was made (1919), there were 33 teachers 
of agriculture (exclusive of assistants), in the schools shown in 
Figure 1. It has already been mentioned that these men are called 
Supervisors of Agriculture because they supervise home project 
work in agriculture. In addition, they are frequently called upon 
to render various forms of educational service to the adult popula- 
tion of the community. All this tends to widen their sphere of 
usefulness to the community and makes them bigger andd abler 
men than if their cfiforts were restricted to those of the class room 
and laboratory. The supervisors are young men as is shown in 
Figure 8. Twenty-four of them are between twenty-six and thirty 
years of age. 

The pertinence of the graph lies largely in a probable relation- 
ship (to which there are exceptions) between age and personal 
adaptability to teach successfully a growing and dynamic vocation 
such as that of agriculture. 

More significant than age, however, is the background of pre- 
vious experience that teachers possess. Figure 9 shows how many 
years the supervisors have lived in urban centers, in rural communi- 
ties, but not on farms, and on farms. 

Experience in Shop Work. — In describing the experience that 
the sui)cr\isors of agriculture have had in shop work, a distinction 
is made between school experience and that obtained outside of 
schools. Figure 10 shows that of thirty-three supervisors twenty- 
nine have had normal school or college training in woodwork, and 
that twelve have had training in iron and steel, that is, forge prac- 
tice. No attempt was made to show the exact nature and amount 
of this school experience. In the case of 82 per cent of the men — 
those graduated in agriculture from the Pennsylvania State College 
■ — it probably consisted of one three-hour period per week for one 
semester. The woodwork given was largely joinery. The course 
of study for agricultural students in effect when the men graduated 

47 



required either the course just described or one in forge practice 
for an equal length of time. The work covered is similar to what 
is usually given in elementary forge practice in schools of engineer- 
ing. The Pennsylvania State College now requires students in 
agricultural education to take farm shop work for six hours per 
week for one semester. 



?< ^- 






Figure 8 
Age of supervisors of .\griculture, Septemljer 1, 1019 



In addition to the experience obtained in normal school or col- 
lege in working with materials of construction, most of the super- 
visors had practical experiences with tools and materials of repair 
and construction, incidental to their farm life. This work no doubt 
varied considerably with the men in amount and in character, but 
farmers as a class do considerable work with hand tools ; this must 
not be overlooked in spite of the fact that we have no exact measure 
of the amount, nor can we describe its quality in a scientific way. 
After all may not the description : "five years of practical farm 
experience in general farming in Pennsylvania", give as clear a no- 
tion of how much experience in farm repair and construction work a 

48 




Figure 9 

f.rr^?°''''"^ \^'' ^'"'' •" ^?''' ^^'""^ ^^^ supervisors of agriculture lived on 
larms, in rural communities but not on farms, and in urban centers 



^■^ ^e 2s je 3^ 




777" 



:2^ 



y//////\ 



\//////////A 



/2 /r'/^(^£ /y/!D 

I 



//PC// £jr^j^z. 



'tP.^'c'.'Cjfr/T 



Lf^r/z^y^. . 



fisc//:/c^z. nv.cA-:. 



Figure 10 



Types of shop work pursued in Normal School or in College by Supervisor. 
of Agriculture. j f 



49 



person has had as to say ho has "worked for five years at carpentry", 
or "has had a three-credit course in farm shop work at an agricul- 
tural college?" 

The number of years the supervisors have lived on farms is 
graphically shown in Figure 9. The diagram does not distinguish 
between years spent in early childhood and years spent later in life, 
but the graph shows that over two-thirds of the men have lived 
sixteen or more years on farms. 

Table 28 



Experience in teaching farm shop work 





1918-1919 




1917- 


1918 




1 


1916-1917 




1915-1916 




d 


__ 


(T. 






„ 






m 




O) 


Z 


(U 


3 


<u 




3 




<u 


3 


(U 


3 


(L 


O 


<u 




o 






O 


<u 


o 


3 




0/ 

C 

3j 


in 


it 


C 




•o i! 


5 


en 




TJ 


a <u 


■~^ 


C 


<v 






C oj 


^ 


a 11 


^ 


> 

-5 


Wood 
Iron a 
Concr 


o 


Wood 
Iron a 


u 
o 

c 

u 


o 

i 


c 
o 


Iron a 
Concr 




Wood 
Iron a 
Concr 


(U 

u 



1 

2 

4 

5 
6 
7 
8 
9 
10 
11 
12 
13 
14 
15 
16 
17 
18 
19 
20 
21 
22 
23 
24 
25 
26 
27 
28 
29 
30 
31 
32 
33 



To'll 32 15 6 



X 


X 




X 






X 


X 


X 


X 






X 


X 


X 


X 






X 






X 






X 






X 






X 






X 


X 


X 


X 


X 




X 






X 






X 






X 






X 






X 




X 


X 


X 




X 






X 


X 


X 


22 


7 


5 



IS 



X 


X 


X 


X 


X 




X 


X 




X 






X 






X 






6 


2 


2 



50 



/O /S 2o ^S SO J3 



'///////////////////////////////A 



33, Oi^ /OO^ or r/fi^ 5CH00L5 U5fD kVOOD. 



//, ^/f 333^ o/- r/f'^ jcwoiJ i/jfD /^m ^ 5rffL 
V. 



6, OK I3./S^ or r//f sc^^^z.5 i/jw co/vcrrr£ 



21 



^, Ojf 6,c>6^ or rrr jcz/o^^s i/Jrr? /.r/ir/zr^. 



/ or 3.03^ or rrr Jc//ooi3 ujro orrrr-r/rr/^r 



/, or 3,03^ or rrr joro^is c^sro ^orr. 

Figure 11 
Materials chiefly used in farm shop work in the schools 

Experience in Teaching Farm Shop Work. — In Pennsylvania, 
the supervisors of agriculture, without exceiition, teach the farm 
shop w^ork. Table 28 shows the kinds of materials used and the 
number of years that each supervisor has taught this work. Fig- 
ure 11 shows graphically what materials were used. That the farm 
shop work is still influenced by manual training ideals is brought 
out in Table 31. This shows that of 33 schools, 10 were in 1919 de- 
voting their efforts to re])air and construction work, such as is fol- 
lowed bv farmers in the ]>ursuit of their vocation, and that the char- 
acter of the Avork was good as measured by standards obtaining in 
good farm i)ractice. Three more schools were doing the same kind 
of work with a fair degree of skill. Fourteen combined good farm 
shop work with cabinet work. Four schools gave cabinet work 
almost exclusivel)'. r)ne restricted its efforts almost entirely to 

51 



making- models — that is small scale samples — of objects useful on 
the farm, and one school gave no time to farm shop work during 
the year. A list of shop projects cannot well be given as there is 
no uniform practice in kinds selected. 



Table 29 





Where teachers received 


training, and amount received 




« 


High School, 












3 


Academy, or 


Normal School 




College 




'> 


Prep. School 












•S 


Outside! 




Outside 




Penn 


lOutside 




^ 


Pa. 1 Pa. 1 Years 


Pa. 


Pa. 


Years 


State 


1 Pa. 


Years 


1 


X ! 


3.5 








X 


1 


4 


2 


X 




4. 








X 




4 


3 


X 




3. 








X 


1 


4 


4 




X 


4. 










1 X 


4 


5 


X 




4. 








X 


1 


4 


6 


X 




5. 








X 


1 


4 


7 








X 




6 


X 


1 


2 


8 


X 




1. 


1 




X 


1 


6 


9 


X 




4.0 


1 




X 


1 


4 


10 




X 


4. 






X 


1 


4 


11 


X 1 


4. 






X 


1 


2 


12 


X 


4. 






X 


1 


4 


13 






X 


2 


X 


1 


4 


14 


X 1 


2. 


! 




X 


1 


4 


15 


X 


4. 


J 




X 




2 


16 


1 X 


4.5 








X 


4 


17 


X 




2.5 






X 


1 
1 


4 


18 


X 




4. 


1 




X 


1 


4 


19 


1 X 1 


4. 






X 


X 


6 


20 


X 1 


3.5 






X 




4 


21 


X 




4. 


1 




X 


1 


4 


22 


X 




5. 








X 


4 


23 1 


X 




4. 


1 






1 X 


4.5 


24 i 


X 




4. 


1 






X 


5 


25 


X 




3. 


! 




X 




4 


26 1 


X 




4. 


1 




X 


i 


4 


27 1 


1 X 




3. 


! 




X 


1 


4 


28 1 


X 




4. 


1 




X 


1 


4 


29 








X 1 


2.5 


X 


1 


4 


30 1 


X 




4. i 


1 




X 


i 


4 


31 1 


X 




3. 1 


1 




X 


1 


4 


32 i 




X 


4. 


1 






1 X 


4 


?3 1 


X 




3. 


1 




X 


] 


4 


Tot'ls 1 


26 ! 4 
1 


110. 1 
av. 


3 1 ' 
1 


10.5 
av. 


27 


7 1 


1315 
av, 




1 


3.34 


1 1 


.318 






4 00 



Where Teachers Received Their Training, and the Amount 
Received. — Almost 88 per cent of the supervisors of agriculture re- 
ceived tlieir high school education in Pennsylvania, and about 82 
per cent of them arc graduates of the School of Agriculture of The 



52 




Wfio j^£C£//rD r^f/iZ/f/<SH SCHOOL cDtyc/^T/oAJ o/z/rs 
£QU/yAL£:A/r /// F'£r/N6YLV^/VM . {37.9 A) 





90.S FT^ ^/>vr ^/^ 7%f j^'Tje- 
//or //AP //o,^y>f/u sc/^aoL /^^//i/- 



8/y /'■^y^cs/zr o/" r//^ J^/r'Jr^- 
//5o^5 or ^sr'/ciyirc^^r: //^i<r 
^rcr/^ro r/Yr/^ /?6^/caLr(/,^Ai- 

r'£/VA/3riM^/,4 j/?irr coiAras.. 
Figure 12 



Pennsylvania State College. These facts are graphically shown in 
Figure 12, and are revealed by Table 29, which gives detailed in- 
formation about all of the supervisors. Only three individuals, or 
less than 10 per cent, have had normal school training — that is, have 
had training in methods of teaching. They are among the best 
teachers. All but two of the supervisors are graduates of four- 
year courses in agriculture. 

Tenure. — Of the thirty-three supervisors holding positions in 
1919, five have served four years, eleven served three years, eleven 
served two years, and six served one year (see Figure 13). The 
number of changes that have been made are shown in the left hand 
group in the same figure. Thus, three of the five men who have 
taught for four years in Pennsylvania are holding their original 
])ositions, and sixteen have been in their present position but one 
year. There are at least two reasons for the latter fact. Manv of 








/ 2 3 4 



Figure 13 



/ ^ 3 



the men gave u]) their positions in order to go in the service of our 
country. Others were put in tlieir places. W hen the former re- 
turned, they were often put in charge of other schools where men 
of experience and energy seemed especially to be needed. In other 
instances, men were promoted, or their experience and demon- 
strated ability were utilized in starting new departments of schools. 
During the first half of the present school year (1919-1920) five 
rural community vocational schools and three agricultural de])art- 
ments in high schools ha\e been added — an increase of twenty-five 
per cent. 

Farm Shop Product. — By letting boys make objects for them- 
selves, one stimulates and increases their natural interest in work 
with hand tools. Figure 14 shows what proportion of the product 
of farm shop work goes to the boy, or to his home farm. The dia- 
gram shows that the practice among the schools is not uniform. 
Too much uniformity in this respect is undesirable, for some schools 
are well housed and eciuip])ed and need little construction work 
such as boys can do with educational advantage to themselves, 
Avhile others have many things that need to be made that fit in 
with farm shop "work requirements. 



.54 



While it is desirable to encourage jmpils by giving them some 
of the product of their efforts, it is likewise worth while to keep in 
mind a higher aim than the purely selfish one just referred to. By 
having pupils plan and execute work for the school, for instance, 
they are given the opportunity to do faithful work in the service of 






/^/e 



C^AT 



^o 




F'/^nD/zr. ■ 


r 












-( 


1 




'a/7 SSM 

1 1 , 


1 1 
















Y 




c 












■ 


o 












* 

















^ 




1 


1 

( 


1 


1 

! 


1 

1 


1 

) 


1 


1 





Figure 14 
Per cent of school farm shop product for the boy, or for his home farm. 

the community (Table 15 j. To be worth while, such work must 
be within the capacity of the boys, and must be worth while edu- 
cationally, otherwise it may result in exploitation of the pupils. 

If the product in farm shop work is classified into two divisions, 

construction work and repair work, it is found that there is also 

quite a variation in the amount of the latter kind of work done by 

the schools. Figure 16 gives the distribution in terms of per cent 

"^ ot the work done for the year. 

All but one of the schools show up fairly well on the basis of 
the per cent of shop product that is used after it is completed. (Fig- 
ure 17). The aim should be one hundred per cent. 



Cost of Material in Shop Work. — Tlie cost of material per pupil 
per year varies a g^ood deal. Table .>0 shows that there are three 
schools having a cost of $1.00 per ])U])il ])e}- year, and one school 
expends fourteen times as much. 




Figure 15 

Showing the per cent of school farm shop product that is undertaken by 
the pupils for the school. 

1 here are about '/Z double periods (t\\'o 4.^ minute periods) 
devoted to shop work i)er }ear. Taking" the median cost of $2.63, 
it means that the cost of material ])er pupil for each jjeriod is 
less than four cents. Figuring lumber at 8 cents per foot, this al- 
lows one-half foot of lund:)er per i)upil ]»er ])er!od — ])rovided he 
uses no other supplies. It is impossible to do satisfactory voca- 
tional work with so small an outlay for material. As a matter of 
fact, it is not being done. Pupils are usually required to ])ay for all 
material used for objects repaired or made for i)ersonal or home 
farm use. This is. why the work is not costing the public more. 



.56 



In one instance a supervisor was asked by his school board to 
get along- entirely with box material which could be secured at 
stores for nothing-. The result was unsatisfactory. It is a gross 




(Mec//ar? a,s^) 



Figure 16 

Showing tile per cent of sciiool farm siiop product tliat is repair work, as 
distinguishied from construction or "malcmg" work. 

waste of valuable time to ha\e ])U])ils size and surface material that 
i-nay be had in stock sizes from dealers. 

Shop Work and Related Subjects. — Drawing is correlated with 
farm shop work ni twenty-one of the thirty-three schools. (See 
Figure 18). There is little correlation with arithmetic. 



The shop Avork undertaken ought to grow out of, or at least fit 
into the technical agriculture that is being studied at the time, and 



£U- 






















- 














































\r\ 
















































A-^ 


c^^A/r 




_ / 


1. 1 1 1 






■ 1 LA 


'./. 


^} 




\> 


A/c //7/2>r/P7^//(^/7 








1^- 


/ 


^. 


^ < 


^j 


r^/^ 


'c^sp. 


4 




1 




















Klf^l^H 


,s^ 


















^ 




































(7- 




















^ 


\ 


k 

) 
^ 


^ 
^ 


1 


ft 
i' 


§ 

1 

•^ 


1 


1 


^ 
^ 


1 



Figure 17 

Showing the per cent of school farm shop product that is actually used 
after completion. 

arithmetic and other related sciences should ])e closely correlated 
with the agricultural work — hence also with farm sho]) work. In 
a relatively ncAv field of public education, this cannot be realized 
immediately. Before it can be brotight about, there must be teachers 
of related subjects availal)le \\ho haAe l)oth pedagogical training 
and the necessary vocational background recpiired in the ]>rocess 



58 



^ ~1 

2/, O/^ 63 6 /Iv C^.^/r C o^^^i^^rro> ..>//fA/ jz-o." /4^/p-r ^wo D/^a;y,'/\(} 

2 , O^ 6.i^6 Fr.^ Ci'Ar c^a/r/^s^-^rs-o /k,?/'. S/fOf l/l/e>^^ a\o /J^/r^Msr/c. 

Figure 18 

Showing extent to which related subjects are being correlated with farm 
shop work. 

of making- ])ractical education the vehicle for conx'cying fundamental 
truths. 

Aim or Purpose of Farm Shop Work in the Schools. — As the 

aim or purpose in teaching' largely controls means and methods 
of instruction, it was thoug^ht advisable to have the sui)er\'isors state 
what their aims are for farm shop work. Figure 19 gives the re- 
sult. It shows some confusion as to ultimate ends sought. There 
is no doubt about the desirability of acquainting pui)ils with tools 

Table 30 
Cost of material in farm shop work per pupil per year 



Amount 


N: 


umber o 


f Schools 


Amount 


Numb 


er of Schools 


% 1.00 




3 




$ 9.00 







2.00 




5 




10.00 




1 


3.00 




4 




11.00 







4.00 




2 




12.00 







5.00 




3 




13.00 







6.00 




1 




14.00 




1 


7.00 




1 




(No information 


12 1 


S.OO 
















Median amount e.xpended per pupil per year is $2.63. Pupils are usually 
asked to pay for such material as they use in the construction of objects made 
for personal or home farm use, hence the cost per pupil to the school board is 
low. 

and of developing skills of hand and accuracy of eye, but these 
things are ])urelv means to an end and not ends in themselves. 

The purpose of farm shop work should be to prepare for repair 
.and construction work as performed by successful farmers. The 
aim is not the mastery of tools but ])roduction, and the self-realiza- 
tion or personal development that accompanies planning and ex- 
ecuting honest work that is essential to society at large. 

59 



i/S^ yo pre:'^7re idr .-rs^/y .///<:y L'a'7^/r6''L/-<2/7 n'arA- ao /^^e /3r/z?. 



(/3) 7b /e(?C7 //peo'je (2/^/ooh 



[Q r<p ,7'^j77 ''J;e /i^^^/^/^ /•?/? :r7 ^'-^d'rMi'cy. 



01 A/o //irdrm<p//o/? 



'ij^/r/e/? c'a>/'<:- t^^o j?/^/j,) 



Execution 


No 


1. of schools 


Good 




10 


Fair 




3 


Fair 




14 


Fair 




4 


Fair 




1 






1 



/ 

Figure 19 

The aim or purpose of farm shop work as stated by the Supervisors of 
Agriculture. 

Table 31 

Showing character of work given in farm shop work in the vocational agri- 
cultural schools and departments. 

Character of the work 
Good farm shop work 
Good farm shop work 

Combination of good work with cabinet work 
Cabinet work almost exclusively 
Models of good farm shop projects 
No work 

Separate or Combined Shops. — There is a question in the minds 
of many alxjtit what is the most desirable wa\' of housing', in a 
school ])lant, the e(|ui])ment rc(|uire<l for instruction in farm shop 
work. \\ ith this thought in mind, the su]»er\isors were asked 
whether, in the light of their ex])erience, tliey fiixored having this 
equipment in one slioj) or whether the_\ jjreferred sei)arate rooms 
for chfiferent materials such as wood, concrete and steel. Their 
answers are shown in Figure 20. Idne result of the inquiry is not 
at all conclusi^•e. All of the sho])S in the agricultural schools of 
the state are at ])resent so arranged that work in wood is given in 
rooms separate from those in which forge ])ractice is taug^ht. 

Equipment for Farm Shop Work 

The subject of equipment for farm sho]) work is one of im- 
portance. 1'able 32 g^ives a list of equi])ment for Avork in wood that 

GO 



has been recommended by the State Bureau of X'ocational Educa- 
tion, but Avhicli the State Director feels needs revision. In order 
to find out how well the supervisors of agriculture are satisfied with 
it, the wa-iter arranged the subject matter alphabetically and asked 
each supervisor to indicate just how many of the various tools or 
appliances he considered desirable for a unit of 12 boys. Column 2 
of the table gives the median results. They would seem to show 
that the list is ample. This view is shared by the writer. Of course 
too much value must not be placed on the facts shown in column 
two, for many of the supervisors could not be considered competent 
judges in the matter owing to the small amount of training and edu- 
cation thcv have had for it. 



Table 32 

■''Tools and equipment for woodworking recommended for a unit of twelve 

students by the State Bureau of Vocational Education, and the numbers de- 
sired by the Supervisors of Agriculture 

1 2 

Number Number 
recommended desired by 

by State Supervisors of 

Dept. for Agriculture 

unit of 12 (Median to 

Description of Tools and Equipment students nearest unit) 



A. 
B. 



C. 



D. 

F. 
G. 

H. 



Axe, Forester's 1 

Brace, Rachet, 8" No. 323 Barl:.ers 1 

Bit, .'\uger, R. Jennings in Wooden Case 12 

Bit, Drill, assorted, 1 each, 2, 3. 4. 5 12 

Bit, Screw Driver, 1 each, i", \" , Hamacher 

Schlemmer 2 

Bit, Expansive, i", 3", Wright 1 

Carborundum Stone No. 108, 8"x2"xl", Double 

Combination 1 

Chisels, Socket Firmer, 1 each, i", 1", I", 

\", I", ■[", I" and 2" 
Chisel. Socket Firmer, 12 each, I", 1" 
Clamps, 3 ft. 

Countersink, Rose, No. 10, \" 
Dividers, winged, 3" 
Dowel Pin Cutters, Sheet Steel 
Drawshaves, 8" Witherbv 
Files, Saw, 14 pt., 10 pt.,'P' flat 
Files, ^^'ood. 1 each. Wood Rasp, flat, 2-round, rat-ta:l 4 
Gauge, Bit 1 

Gauge, Scratch, .Stanley No. 64i 6 

Glue pot 1 

Grinder, Bench, 8", Pike Whirlwind 1 

Grindstone, Cyco, 20" to 22" 1 

Hammer, 13 oz., Hammond, Bell Face 8 



8 


8 


24 


12 ea 


3 


3 


1 


2 


1 


2 


1 


2 


9 


3 



*Data of column 1 secured from Mr. L. H. Dennis. 
of writer. 



.Arrangement is work 



61 



Table 32 (Continued) 



Description of Tools and Equipment 



M. 

N. 
P. 



R. 



S. 



S. 



w. 



Handscrew, Jourgensen's No. 2, 12" 

Letters and Numerals, steel, 1 set each 

Level, Spirit, Stanley No. 0, 24" 

Mallets, No. 3, Second Growth Hickory 

Mitre Box, Goodell Mfg. Co., 30" saw 

Nail Sets, 1 each, Nos. 1, 2, 3, 4, H. S. Co 

Plane Block, Stanley No. 9i 6"xli" 

Plane, Combination, Stanley No. 45 

Plane, Jack, Stanley, No. 5, 14" 

Plane, Jointer, Stanley No. 7, 22" 

Plane, Smooth, Stanley No. 3, 8"xl]" 

Reamer 

Rule, Stanley No. 18, 2 ft. 2 fold 

Saw, Back, Disston No. 4, 12" 

Saw, Coping 

Saw, Crosscut, Disston 24", 10 pt., 7 D. 

Saw, Hack 

Saw, Pruning, Disston, Nest 

Saw, Rip, Disston 26", 7 pt. 7 D. 

Saw, Set 

Scraper, Cabinet 3"x6" 

Screw Driver, 1 each, 4", 6", 8", New Century 

Spokeshave, Iron handle, Planing blade 

Squares, Framing, Sargent No. 100 br., 24 

Squares, Try, Disston No. ol, 6" 

Wrench, Monkey 

Wrench, Stilson 



1 


2 


Number 


Number 


recommended 


desired by 


by State 


Supervisors of 


Dept. for 


Agriculture 


unit of 12 


(Median to 


students 


nearest unit) 


6 


5 


2 


2 


1 


1 


4 


4 


1 


1 


4 


4 


12 


12 


1 


1 


12 


6 


2 


2 


3 


3 


1 


1 


12 


12 


6 


4 


I 


1 


4 


4 


1 


1 


1 


1 


2 


1 


1 


1 


2 


2 


ury 3 


3 


3 


2 


4 


3 


12 


12 


1 


1 


1 


1 



Table 33 
Tools and equipment for forge work recommended for a unit of twelve 
students by the State Bureau of Vocational Education. (This list has been 
in effect a number of years and is not satisfactory to the Bureau. It is given 
in order to give an idea of the kind of equipment the schools have where 
forge practice is taught). 

Required Required 

for Unit of 12 for Unit of 12 



A. 


Anvil 


4 


C. 


Chisel, Cold U" 


1 




Chisel, Hot, li" 


1 


D. 


Drill, Hand (Desirable > 


1 


F. 


Files, Flat, 12" 


2 




Flatters, 2" 


2 




Forge 


4 


G. 


Groover, (Desiral)le) 


1 


H. 


Hammer, Ball Peen, 16 oz. 


4 




Hammer, Flat, 32 oz. 


4 




Hard'e, 1]" 


5 




Heading Tool, A" 


4 


P. 


Poker 


4 




Punch, Center 


4 




Punch, A" 


2 



Punch, Horseshoe (Desirable) 1 

Shovel 4 

Square, Steel 4 

Swage, Top, h" 1 

Swage, Bottom, i" 1 
Taps and Dies, (Desirable) 

Complete set 1 

Tongs, Bolt, \" 4 

Tongs, Bolt, I" 4 

Tongs. Bolt, h" 4 

Tongs, I" 4 

Tongs 2" 4 

Tongs, h" 4 

Tongs, V 4 

\'ise, Blacksmith's 4J" 2 



62 



Table 33 shows the number of tools or appliances recommended 
by the State Bureau of A'ocational Education for forge practice at 
the time the list given in Table 32 was sent out. It will be noticed 




7 mD£C/0£D. 




S Fj4/0/^ (ZOM3/N/NG. 




// /^/jy^^ 3£/}4J^/ir^ J//OF5 

s5C/C/f /i5 WOOD A/VD 3r£-£l-. 

Figure 20 

Showing extent to which Supervisors of Agriculture favor combining all 
kinds of farm shop work, so that all equipment is in one shop. 

63 



that some articles are marked "desirable", meaning that they arc 
not required to be purchased. 

It is our purpose here to give these tables in order to describe 
the equipment found in the schools. This list, like the previous 
one, is not satisfactory to the State Director of Agricultural Edu- 
cation. The writer's viev^^s regarding them will be given later. 



6t 



CHAPTER VI 

Deductions and Conclusions 

I'lu' ])ur])Osc of this chapter is to i^rescnt conclusions based on 
the hn(lini:;s ])resente(l in the ])rece(ling- ])ag"es, vie\^•e(l in the liglit 
of the writer's accjuaintance with farming needs and school condi- 
tions as they exist in the state. 

What Should be the Aim or Purpose of Teaching Farm Shop 
Work as a Part of Vocational Agricultural Education? — The aim or 

pur])ose to be kept in mind in teaching farm sho]) work mav be 
stated in this way : It is self-realization througli indi\-idua] pur- 
l)Osing-, planning and doing the kinds of repair and construction 
work that successful farmers of the region engag'e in. V>\ self- 
realization is meant the dexelopment of one's best self in wa\s that 
promote and i)er])etuate the ideals and best interests of society. 

\\ hen it i.> sai<l that the ])ur])ose of farm shop work is to g'ive 
manual skill, accuracy- of e_\e, or a knc^wledge of tool ])rocesses, only 
a part of the story is told. All these enter into farm shop work 
but they are only means to ends instead of ends in themselves. I'o 
be sure, farm shop work as a part of vocational agricultural edu- 
cation must make a demonstrable contribution to vocational ef- 
ficienc} . If the instruction does not lead to economic production — 
to more ])rosperous agriculture — it fails in a vital way, but educa- 
tionally it is important to think of the boy as the chief product of 
farm shop work instruction, and of the work performed merely as 
perhaps the best single, tangible evidence of his vocational de- 
velopment. Now this does not mean that good standards of work- 
manshi]) are not essential. It means that through the application 
of certain well recognized laws of psychology and of pedagogy bet- 
ter material and social results can be secured through major em- 
phasis on the individual pupil as a developing democratic citizen 
than can possibly be obtained through narrow vocational training 
the purpose of which is habit formation, as distinguished from vo- 
cational education the ])urpose of which is habit formation plus 
individual purposing and reasoning. 

Kinds of Work That Should Be Undertaken.— The kind of 
work which farm boys need to know how to do is not that wdiich 

65 



carpenters, calnnet makers, or toy makers commonly do, but that 
\\hich successful farmers i)erform in the ])ursuit of their xocation. 
Facts have been g'i\-en in this study that show what kinds of re])air 
work and construction work are most frecjuently done with the ma- 
terials commonly used for the ])ur])Ose 1)_\' larmers. 

Furniture making b}' hand is ])racticall}' cjbselete toda}' and 
does not function generally as a part of industrial education. Much 
less can it be sanctioned as vocational agricultural education. 

Toy making has \alue as general education and as ])rei)ara- 
tion for the \ocation of toy making l)ut cannot be considered ;ide- 
cpiate ])re])aratir)n for the kind of work adult farmers do. 

In order to determme Avhat kinds of re]>air v.nd construction 
work should be gi\en ])ros])ecti\e farmers it will be necessar}" to 
anah'ze it on th.e basis of: Is it the kind of work that successful 
farmers ])erform m that t\])e of Jarming, m that i»articular regit)n, 
or are there good reasons for believing that it is a thing that farm- 
ers of the region should do? 

Materials That Should Be Used. — An analysis of the kinds of 
work done by farmers as revealed in this study shows that the bulk 
of re])air and construction work is done in wood, but it also show's 
the desirabilitN' of using in addition such materials as concrete, 
iron and steel. Instead of limiting the work during the first }ear 
(or during longer periods of time as is sometimes the case in the 
schools) to work in wood, it would seem to be much better to give 
whate\'er work needs to be done irres])ecti\'e of the materials in- 
volved. For exam])le : if a class in ])Oultry wishes to build a ])Oultry 
house, wh^• not teach the ck'iss how to ))ut in a concrete foundation? 
Or if a bov is making a wagon jack, wh\- not ha\'e him do the iron 
work on it as soon as it needs to be done instead of ha\ing him 
wait until next- year or later ^^•hen forge ])ractice is scheduled for 
him? 

Size of Work Undertaken. --Raising an acre of ])otatoes or keeiv 
ing se^•eral hogs or co\\'s is better ])re])aration for general farming 
than growing a bed of dahlias and raising a few kittens or ])U])S. 
Similarl}-, doing the man-sized re])air and construction work in- 
volved in farming ])ractice is better pre])arati(^n for the latter vo- 
cation than m;dcing nothing but small objects. The skills de\eloi)- 
cd are not identical, and the related knoA\-ledge attained is not the 

66 



same in the two cases. Conseciuentl}' the ])i*actice of making" small- 
>ize(l models of things-— in order to save material and time — is less 
desiral)le than making the same objects lull size. 

Educational Considerations Condition the Kind of Work to Be 

Given. — The kind of \\ork, while conforming to the fundamental re- 
recjuirements t)f the \ocation, may well l)e selected so as to cor- 
relate closeh' with the technical agriculture ])ursued at the time. 
That is, the ])s_\'cholog"ical time in which to cc")nsider the re])air or 
construction of a ])Otato bin is when held cro])S are studied, and the 
time to ])ay attention to hog houses is wdien animal husbandry is 
taken up. There are other considerations which make it difficult to 
follow this ])ractice at all times. In general it may be said that the 
work selected should grow out of, or at least fit in \\ith the techni- 
cal agriculture being ]iursued at the time. 

Another educational factor infiuencing the kind of work under- 
taken at any gi\-en time is the learning difficult}' involved. ]\lorc 
knowledge is reciuired than is at present available before an ac- 
curate classification on the basis of "learning" difficulty" involved 
can be n"iade of re])air and construction work done by farmers. It 
IS feasible, however, at the i)resent time to group such work rough- 
ly in this way, and it is highly desirable to do it. Instead of ha^■ing 
a iixed number of things for ])U])ils to do it \\oul(l seem to be bet- 
ter to ha\e outlined a number of groups of obiects, arranged rough- 
ly according to learning difficulties involved, and let the ]>upils 
choose what they wish to make from a number of things sug"g"ested. 

It is not desirable to have a sequence of an absolute ty]:»e. If 
the teacher has to begin with a bare room the first things required 
are saw horses and work l)enches. By careful ])lanning and de- 
tailed ex])lanations these can ])ro]:)erh' l)e made by boys fourteen 
years of age. 

Standards of Workmanship. — .^ince the ])ur])ose of farm sho]) 
work is not to make car])enters, cabinet makers or blacksmiths, but 
to contribute a tangible ])art to the vocation of farming, the stan- 
dards of ^vorkmanshi]) ought to be those obtaining for the s]:)ccific 
work in mind in good farm ])ractice. On the whole, the work will 
not need to be as fine in quality as is much of the ^\"ork done by 
car]^enters and other niechanics. It is essential, howe\'er, to do the 
work as well as it needs to be done for the i)ur])Ose it is to serve. 
It has been said that a farmer in farni shoi) work needs to be a 



"Jack of all trades". This is an unfair way of ])utting' the matter. 
It is true that a general farmer is called upon to do a large \'arietv 
of work, but there is no reason \\h}' we s1k)u1(1 not do this as well 
according' to the standards obtaining in farming as a plumber doe> 
his work according to trade standards. A farmer can be as much 
of a master oi his entire \ocation as a mechanic is of his. If in- 
struction in farm sho|) work is intimately related to the \\()rk the 
farmer needs to do, there is no reason wh_\- he needs to be a "lack 
of all trades", which imi)lies that he can do only a |)assable qualitx 
of work with tools and materials used in re])air and construction 
work. 

The Kind of Shop That Is Desirable. — it is traditional practice 
in Penns_\ l\ania schools to ha\'e forge practice in se])arate rooms 
from those in which work in wood is gi\"en. This ha^ the ad- 
vantage of kee])ing coal smoke and dust awa\' from where wood is 
used. That is its chief adxantage. The disadxantages are: either 
the forge equi])ment mu^t be large enough tc^ accommodate 
the entire class or it makes the teacher's work difficult in 
that he has to su])ervise a part of his class in one roc^m and the 
remainder in another. In order to o\'ercome this latter difficulty 
and at the same time axoid coal dust and smoke it is possible 
to concentrate the \\C)rk in one sho]). In one corner two or three 
forges may be i)laced. ddiese can be enclosed with a wire glass par- 
tition with wainscoating underneath. In another ])art of the shoip 
a similar arrangement can be made for work with concrete and 
again for work in wood. If Hoor s])ace is scarce, concrete work 
can be given entirely out of doors. The detailed sho]) lay-out will 
depend u])on the s])ace available, and the number of i)U])ils that 
will be at work at one time. The general idea is that equi])ment 
can be reduced to a minimum where work in \arious materials can 
be given at the same time. Out of a class of fifteen i)ui)ils, three 
may be working at forges, three more may be doing related drawing 
in the shop, one may be using taps and dies, one may be cutting and 
threading pipe and seven may be working with wood. A farm shop 
arranged so this work can be carried on at one time under the super- 
vision of one teacher will facilitate shop work on a project basis, and 
the cost of equi])ment will be considerably less than if separate shop 
units are established for the various materials that should be used. 

Equipment. — Lists of minimum equi])ment that are suggested 
are given in Table 34 in the appendix. It has been ])ointed out that 

68 



the amount of cqui])mcnt lU'cdcd (k'])en(ls to quite an extent upon 
the way the work is or.Qanized — Avhether se])arate shoj) units are 
estabhshed or Avhether the equi])ment is all jilaced in one shop. 

Many schools at ])resent have Langdon or Stanle}' miter boxes, 
Stanley number 45 universal ])lanes and back saws. Farmers do 
not have sufficient use for steel miter boxes and universal ])lanes to 
warrant ])urchasing" them. A "home-made" miter box of wood is 
quite am])le. Back saws are used only very rarely by car])enters 
and not at all by farmers. They should ha\e no ])lace in farm shoj) 
equi])ment. They lead to wrong methods of work. The easiest 
and quickest way to use a saw is at an angle of 45 degrees to the 
surface to be cut. ddiis is im])ossible with back saws on all material 
over a few inches in width. Similarly, bench hooks are not used 
in ])ractica] car])entry and are not used 1)>' farmers, dliey too ought 
to be done awa}' with. Pu]m1s are inclined to use them too much. 
It is better to encourage their doing much of the work on saw- 
horses. 

iliere is also a tendency to use block-] ilanes for smoothing and 
even for jointing lumber ])arallel to the grain. Block ])lanes are 
built with blades set at a low angle in order to facilitate end-grain 
])laning. They are not well suitecl for the former o])erations men- 
tioned because of their small size. It is well to use smooth ])lanes 
for surfacing and jack i)lanes or jointers for joining lumber. 

Quite frequently the use of tr}"-squares is encouraged to the 
exclusion o\ the framing scjuare. The latter tool is worthy of great- 
er study and use than it is at ])resent receiving in the agricultural 
schools of the state. 

Arrangement of Shop Equipment. — lienches should be so ar- 
ranged as to receive the best ]iossible light the room affords. Light 
should come from the left and back as ]»u])ils stand in ])osition to 
plane. The benches should be located also in such a way as to per- 
mit eas}- ])assage ;ibout the sho]). It is desirable to have a ])art of 
the floor s])ace free of benches so that larger objects may be as- 
sembled or erected t)n the sho]) floor, or on saw horses. It is de- 
sirable to ha\e eight feet oi bench s])ace for each vise. It is desir- 
able l)ut not necessary to ha\"e as man}- bench s])aces as there are 
pupils in the class. 

Se\"eral schemes are in use, each ha\"ing ad\"antages, for taking 
care of sho]) tcx)ls. If the tool equiimient is of minimum size for 

69 



the pupils concerned, it may well be housed in a cabinet or two, or 
if \ery small, the tools ma}' l)e arranged on a wall board. In either 
case each tool should ha\e a definite ])lace that mav be easily recog- 
nized. 

The schemes just mentioned ha\e this disadxantage. At the 
beginning and at the close of each sho]) ])eriod, there is likely to 
be more or less congesticMi around the cal:)inet or tool board, and 
some time is taken in getting and returning' tools. In order to re- 
duce this to a minimum, it is often found achisable to have some in- 
di\idual equi])ment wdiich ma}' l)e kept on, in or under the benches. 
It is easier to see that bo_\s kee]) their tools sharp and less time is 
wasted in getting and returning tools with individual ecjuipment. 
The amount of indi\idual tool equipment that should be found in a 
given school depends larg'ely on the i'lnancial resources of the school. 
Perha])s the minimum amount for the Pennsylvania schools may be 
equitably set at one dollar ])er ])upil. It neecl not exceed ten dol- 
lars per jiupil in any case. 

Method in Farm Shop Work 

The methods of instruction used l)y the supervisors of agricul- 
ture in teaching farm shop work differ quite as much as do the aims 
they gave for this work. ( Figure 19). In one school the work was 
entirely on an exercise basis, ddie majorit\' combined work on an 
exercise basis with work on the prt)ject basis. 

Manual training ideals and ])ractices are ])lainly rcsj)onsible for 
the exercise method existing to some extent in the agricultural 
schools. If teachers of farm sho]) work would draw upon their 
])ractical farm exi)erience for guidance they would not attempt to 
teach joinery on an exercise basis to farm boys. lUit there seems 
oftentimes to be a tendenc}' for men with \ocational exi)erience, but 
without much ])edagogical training, to discount their i)ractical 
ex])erience in fa\or of traditional ])ractice obtaining in schot)ls. A 
graduate oi an agricultural college who ma_\' ha\e had a course in 
joinery for three hours ])er week for one semester is thus likely to 
promote the ideals and methods he came in contact with in this 
short time rather than tt) use the methods that his practical farm 
ex])erience wovdd dictate. 

harm shop work that aims to develop socialized indixiduals 
through \'ocational efficienc}' will need to keep in mind fundamental 

70 



educational considerations. Tlie work should be g"i\en in such a 
^\•a_\" as to : 

1. Develop in [)U])ils initiati\e and the i)0\ver to think in- 
de]K'ndentl}'. 

2. Cluide ])U])ils that their thoughts and acts are truly 
social and not narrow ly seltish. 

3. Develop the spirit of cooperation. 

4. Lead i)Upils to ha\e the ])r()bleni-sohing- attitude. 

The project method is one that is ])articularl\- well ada])te<l to 
the realization of the aim stated for the following" reasons: 

1. It c")tTers opportunity' for indixidual ])ur])osing' and i)lan- 
ning". 

2. It enlists, at the (cutset, the ])ui)irs interest in the thing 
to be done, c^r act to be ])erformed. 

3. It gives opportunit}' for, and in man\' cases requires co- 
o])eration ; it invoKes the opposite of the "sta\- at vour 
bench and do as \'Ou are told" method. 

4. Idle method is ])edag'ogically sui)erior to the exercise 
method of sho]) instruction in that the psychological 
rather than the so-called logical order (as conceived 
b}' trained adult minds), is followed. 

.T. It em|)hasi/.es immediate as distinguished from deferred 

\alues. To ])ut it tersely: it involves a minimum of 

"cold storage" process. 

The ])roject method in farm shop work is analagous to the 

same method in technical agriculture. It requires the i)upil, under 

guidance, to take the initiative in ])ur])osing a gix'en ])iece oi work 

that he later ])lans and executes. The pui)il kee])S records of time 

and material and seeks to develo]) general truths from the si)ecitic 

work undertaken. 

Proj(.'cts in farm shop work cannot be as large in terms of time 
or labor required as can projects in a major enteri)rise in farming, 
such as crop or animal production. The}' must l)e limited to the 
time allowed for such work in the general i)lan of agricultural edu- 
cation. 

Organization of the Project Basis. — If instruction is to be given 
in the kinds of work successful farmers do, as re\'ealed in this 



•1 



stud}', it nu-ans that school instruction must not l^e limited to the 
kinds of work that can be gi\-en on))- in the school sho]). In order 
to make the work as ])ractical and worth while as ]3ossible the fol- 
lowing' ])lan is suggested : 

The teacher visits every boys home farm during the sum- 
mer months when school is not in session, and when he needs 
to su])er\ise the home-])roiect work the boy is doing. The pur- 
pose of the visit is to go over the farm carefully with the boy 
and with his father in order tt:) determine jointly what repair or 
construction work may be needed on the farm. h^-oni this the 
boy can, under guidance, make his selections. 
If the ])U])ils ha\e had little ex])erience Avith tools commonly 
used it will be desirable to ha\e them select "iol)s"' that can be per- 
formed at the school. l\elati\ely small objects such as watering 
troughs, farm gates or fruit ladders can easily be made by boys in- 
dividually. Larger jol)s such as hog or poultry houses may well be 
treated as class ])rojects. They can be ])lanne<l and cut to si/.e in 
the school if that seems desirable so that little time is used in as- 
sembling them on the farms. 

Sonie desirable kinds of work cannot well be done within the 
school building or grounds. For such work the i)upils should be 
taken to ])articular farms where they can ha\'e the opi)ortunity to 
do the work acccn'ding to detailed directions gi\en b}' the instructor 
or someone who understands the work. 

Boys Who Do Not Live On Farms. — In sonie rural communi- 
ties, ])articularl}' \\here oil wells or ct)al mines are found, there are 
boys taking agricultural work who do not Vixv on farms. There 
are therefore no jobs lor them to do for the honie farm. Such i)U])ils 
can be provided for satisfactorily in se\eral ways. The farni shops 
in the schools should have a good \ariety of full sized models of 
objects such as farmers need to make. These ol^jects ser\"e a two- 
fold i)ur])Ose: they stimulate bo)S to similar efforts, and they serve 
as illustratixe educational materi;d in both technical agriculture and 
farm sho]) work. Boys from other than tarm homes can work on 
such objects to advantage. As an alternati\ e they ma}' do desirable 
Icinds of \\'orlv for other members of the class or for other ])eoi)le. 

Mechanical Drawing as Related to Farm Shop Work 
Aim or Purpose of Mechanical Drawing. — The first, and un- 
doubtedly a most fundamental (juestion to be considered when dis- 



cussing' contemplated educational work, is the one regarding the 
aim or ])ur])ose tha.t such work" is to serxe. PraditKinalK' much em- 
])hasis IS ])laced 1)\' teachers of drawing in secondar\' scht)ols (])ar- 
ticularly in technical high schools) on technique, on the science of 
orthogra]»hic and isometric ])roiection, and on lettering. l-"roni the 
standjioint of develo])ing draftsmen this i)rocedure is justitialde: 
from the ])oint of \iew of ])re]»aring for tarming it is not. 

In mechanical drawing the ^•ocational agricultural schools of 
Pennsylvania are laboring under the handicap of traditit)n — the 
tradition of cit} schools that have been carried o\ er into the rural 
schools without much Cjuestion as to wdiether or not the aims are 
trul}' the same in industrial and technical schools as com]iare<l with 
those whose chief concern is to ])re])are for ha])])ier rural life and 
more ])roductive agriculture. 

Farmers are occasional readers, not makers, of blue-])rints. 
They ought to knoxv enough ;d)out conxentional re])resentation so 
that they can understand working drawings dealing with farm sub- 
jects. 'rhe\- ought also to be able to make working sketches, for 
the latter are useful in conveying ideas to others, and are essential 
to practically all mechanical progress. 

Instead of i)lacing major emphasis on techniciue, and on the 
science of drawing the reciuirements of an agricultural career may 
be l)etter ser\ ed b\- the kind ()f instruction that aims at de\eloi)ing : 

1. Abilit}- to read working sketches and blue-])rints. 

2. Ability to make working sketches. (These need not 
be to scale, but must show all necessary \iews, di- 
mensions, and notes). 

.X Abilit}- to write sim])le si)ecitications to accom])any 

sketches. 
4. Ability to make working (lra\\ings to scale. 

In <le\elo])ing ability to make working sketches it ma}' be ad- 
visable to let ])U])ils take acKantage of all mechanical aids (such as 
T-sciuare, and triangles) at hand. W hile it is i>robabl}' achisable 
to use mechanical aids, such as instruments, cross-section and iso- 
'metric ])a])er in introducing A\ork in sketching for farm 1)0}'S, it is 
alwaxs to be remembered that the objectixe held in \iew is the 
abilit^• to make clear free-hand sketches, and the transition should 
hQ made as cjuickl}' as ])ossiV)le. 



Methods in Teaching Drawing. — It is liighly desiraMe- to luive 
a ])rc'(lctcrniine(l plan for all rcjjair and construction work under- 
taken in the farm shop. This may l)e in writing-, in the form of a 
sketch, or drawing, or a comhination of these. 

Since pu])ils diifer greatly in their ahilit}- to \isualize and re])re- 
sent objects, it will be best not to use the same method of ap])roacb 
for all. Individual instruction is ])()ssible in all agricultural schools 
in the state. 

To begin with, sketches needed in farm sho]) work ma\' l)e sup- 
])lied b}-^ the ])upil himself, b_\' a more cai)able i)upil, or by the 
teacher. If a pui>il has si)ecial difficult}' with drawing, it may be 
best to let him make a sketch from an object that has alread}' been 
made, or from the object that he has made from a sketch furnished 
him. Alore capable ])U])ils will be able to make sketches without 
having the object before them or without ha\ing made the same. 
This latter abilit}' should be develo])ed in all ])U])ils as ra])idly as 
possible. 

Medium to Use. — I'hc time that can l)e <le\ote<l to drawing in 
a program of agricultural education is so limited in amount that 
most satisfactory results can ]>robably be attained by limiting the 
rendering to ])encil work onh'. 

Cream or buff colored ])aper is less likely to show the effects of 
frequent handling" in the sho]) than is white ])a])er. 

Soft i)encils are better for sketching than are hard ones. Draw- 
ings made with soft i)encils are more inclined to smear, however, 
and so for pur])oses of making sketches that \\ill l)e handled mucli 
in sho]) work a medium hard jiencil is ])referable. 



APPENDIX 



Table 34 

MINIMUM EQUIPMENT SUGGESTED FOR FARM SHOP WORK 

I. Work in Wood. ( Required i 

(Other makes of equipment of equivalent grade may be substituted for items 

specified ). 

Description 
Brace, 10", Millers Falls Co. No. 322, ( Barbers i. 
Set Bit, Auger, R. Jennings No. 32A, ]" to 1" l)y 16ths in.. 

Bartlet bo.x 
Bit stock drills, 2 each i", ■}],/', 1"; one each 3", h". 
Each, Bit, Countersink, gimlet No. 0, 1, 2. 
Bit, expansive, Wright No. 10, with No. 3 and No. 4 cutters, 

bores A" to 3". 
Bit, screwdriver, 1 each i", j". 
Carborundum stone No. 108, 8"x2"xl", Combination faces, 

medium and fine. 
Carborundum slip stone No. 101, 42"x2s"xs"-"'ir," medium. 
Chisels, Buck Bros, or Keen Kutter, beveled edge, socket 

firmer, 2-1", 1-i", 3-i", 1-:^", S-'J", 1-1", 1-U". 
Countersink, Rose No. 20, bit brace shank. 
Drawing knife, Witherby 8". 

Divider, Starrett No. 92, with wing and extension leg. 
File, Auger bit. 

File, Hunt's Chrome special three-square, 5" (Disston). 
File, Disston's three-square .5" regular taper. 
Glass cutter, No. 10, turret head, 6 wheels. 
Grinder, Carborundum No. 4, wheels, 7j"xll", one each, 

medium and fine. Foot power attachment. 
18 ""'N Hammer, Atha. Maydole or Hammond adze eye l)ell face nail 

hammers, weight 16 oz. Curved claw. 
Hand axe, Hammond No. 2, 44" handled. 
Level, Stanley No. 13, adjustable, 30" long, l)rass tips. 
Nail sets, Syracuse, cup point, assorted sizes. 
Oiler, drawn steel, copper plated, 3j" diam., 5" spout. 
Plane, block, Stanley No. 103, oV'xls" lever adjustment. 
Plane, smooth No. 4, Bailey, iron, 9"x2", smooth bottom. 
Plane, jack. No. 5 Bailey, iron, 14"x2", smooth bottom. 
Plier, Ut'ca combination, No. 2.5. 
Putty knife, H. S. Co., No. 1.540, flexible 2" blade. 
Reamer, Syracuse, No. 12, V-\r," to i"x.5';". 
Rules, Stanley No, .53 2 ft. 4 fold, 1" wide. 
Saw, crosscut, Disston, 8 D, 8 point, 26". 
Saw, crosscut, Disston, 12 D, 10 point, 22". 
Saw, crosscut, Disston, 12 D, 10 point, 24". 
Saw, rip, Disston, 8 D 02 point, 26". 
Saw, compass, Disston, No. 2, 14". 
Saw, coping. Griffin, No. 110, with 1 doz. b'ades. 
Saw, set, Morril, No. 10. 
Saw, jointer. (Made by pupils'. 
Saw, clamp. (Made by pupils). 
Saw file hand'e. (Made by pupils'. 

"N — Quantity of tools equal to the number of pupils in the class. 
•■N/2 — Quantity of too's equal to half the number of pupils in the class. 



Item 


Amo 


1 


1 


2 


1 


3 


8 


4 


1 


5 


1 


6 




7 


1 


8 


1 


9 


12 


10 


1 


11 


1 


12 


1 


13 


1 


14 


6 


15 


6 


.16 


1 


17 


1 



19 
20 


1 
1 


21 


3 


22 


1 


23 


1 


24 


""N/2 


25 


"*N/2 


26 


1 


27 


1 


28 


1 


29 


■"■N 


30 


1 


31 


2 


32 


,1 


33 


2 


34 


1 


35 


1 


F 


1 


^7 


1 


38 


1 


39 


1 



tem 


Amo 


40 




41 




42 




43 




44 





46 


v-N/2 


47 


■■N 


48 


1 


49 


1 


1 


1 


2 


1 



4 




5 




6 




7 




S 




9 




10 




11 





Table 34 (Continued' 

Description 
Screwdriver, Yankee No. 95, 2\" lilade. slim. 
Screwdriver, "Hurwood" No. 20, 4" blade, regular. 
Screwdriver, "Hurwood" No. 40, 71" blade, cabinet. 
Sliding T Bevel, Disston, No. 3, 6". 
Square, framing, Nichols, No 100 A. Bodv 24"x2''", tongue 16" 

xU". 
45 1 Framing Square, Stanley, No. R 100-N. Bodv 24"x2", tongue 

16"xlJ". 
Square, try, Stanley, No. 12, 6" blade. 
Screw, Bench, wrought iron, 1" diam., 15" long. 
\'ise. Blacksmith's Solid liox. No. 40, 4" jaw. 
Wrench, Coe's Monkey, 8" perfect handle. 

Additional Desirable Equipment 
Brace, 12", Millers Falls Co., No. 322. (Barber). 
Chuck, Millers Falls Co., Star Chuck, No. 17. Capacity 0— i" 

l)it stock shank. 
Hack Saw, Millers Falls Co., No. 1011, Capacity 8" to 12" 

with 1 doz. 10" blades. 
File, flat, bastard cut, 8". 
File, half round, liastard cut, S". 
File, cabinet rasp, 12". 
File, bastard cut, 10" round. 
File, Mill, 8" single cut. 

Set Crosscut saw tools, Disston, "Imperial". 
Pair Level Sights, Stanley No. 2. 
Tape, 50 ft. Lufkin's L^niversal No. 1033, \" corded linen tape 

graduated in fourths. 

II. Work in Iron and Steel. (Required) 
Breast drill. Millers Falls Co., No. S7„ for bit stock shanks 

and round shank drills. 
Cold chisels, 1 each, 2", i", i" . 
Hack saw, Millers Falls Co., No. 1011, capacty S" to 12", with 

1 doz. blades 10" long. 
Hammer, Atha, ball pene, 10 oz. 
Punch, center. Machinists' octagonal i". 
Set Screw p!ates, Russell No. 11, taper taps, dies and collets 

cutting 1-20; ''ic-lS; i-16; 'i,;-14; M3. 
Wrench, Coe's Monkey, 8" perfect handle. 
AVrench, Coe's Monkey, 10" perfect handle. 
Wrench, Alligator, No. 1, bi" . 

Additional Desirable Equipment 
Anvil, Hay-Budden, 100 lb. 3i"xI2^" face, 9" horn, hardie hole 

■;", pritchet hole Vk;". 
Chisel, cold Atha, No. 1290, 2 \h. 
Chisel, hot, Atha, No. 1300, \] lb. G" long. 
Forge, Lancaster Blower and Forge Co.. No 40S, hearth 

30"x36", fan 12" diam , water tank and half hood. 
Hammer, Atha, \\ \\^. ball pene. 

Hammer. Atha, 2 lb. l)lacVsmith's No. 1, IS" long. 
Hardie, Atha, '[" blade \l" . 
Pair Tongs, Atha, No. 11, "X" notched jaws for 1" stock, IS". 

*N — Quantity of too's eoual to the number of pupils in the class. 
■N/2 — Quantity of tools equal to half the number of pupils in the class. 



2 


4 


3 


1 


4 


1 


5 


1 


6 


1 


7 


1 


S 


1 


9 


1 



3 


1 
1 


4 


1 


5 


1 


6 


1 


7 


1 


8 


1 



Table 34 ( Continued i 



Item 

9 

10 

11 



8 

9 

10 

11 



2 


1 


3 


1 


4 


1 


5 


1 



Amount Description 

Pair Tongs, Atha, No. 12, bolt tongs, IS". 
Pair Tongs, Atha, No. 10, Straight lip, 18". 
Pair Tongs, Atha, No. 16, general forging, flat jaws. 

III. Pipe Fitting. (Optional) 

Cutter, Armstrong's Improved No. 2 B Capacity i" to 2i". 
Oiler, drawn steel, copper plated. No. 1113 A, diam. 34". 
Stock and die, Armstrong's adjustable, cutting pipe, sizes h" 

'■{", 1", II". 2", right and left. 
Vise, Armstrong's No. 0, capacity i" to 2h". 
Wrench, Stillson, 10", steel handle. 
Wrench, Stillson, IS", steel handle. 

IV. Work in Cement. ( Required). 

Edger, No. 1, 6">-3", I" radius. 

Jointer, No. 25, 9".x3". 

Square angle tool, outside. No. 31, S".x2'". 

Square angle tool, inside. No. 32, 8"x2]". 

Trowel, Cementer's (Disston) No. 20, lli"x4i-|i,;. 

Trowel, Pointing (Disston) No. 15, 5" long. 

V. Soldering and Babbitting. (Optional*. 

Chisel, Syracuse, half round nose i". 

Chisel, H. S. Co., Plugging, i". 

Gasoline Torch, Clayton and Lambert No. 32. Or 

Gas furnace, Pe.xto No. 973, single burner. 

Shave hook, triangular. 

Pair Snips, Reliance or Pexto, No. S, 3j", left hand cut. 

Soldering coppers, 1 lb. each. 

VI. Drawing Equipment. (Required' 

Boards, white pine 20"x26"x'''ir," with end ledge flush with sur- 
face of boards. 
Compasses, pencil, at about 30 cents each. 
T Squares, pearwood blades 30" long, fixed heads. 
Triangles, Diezgen's No. 8803, 6", 45°, amber. 
Triangles, Dietzgen's No. 2021, 8", 60°, amber. 
Scales, architects, triangular 12", boxwood. 

Additional Desirable Equipment 

Boston pencil sharpener. 
Eraser shield, brass, nickel plated. 
Pair Paper Shears, 10". 
Yard stick, maple. 

Set instruments, Dietzgen's No. 833, containing ruling pen, bow 
pen, compass and attachments. 

VII. Work in Leather. (Optional! 

Awl, Stewart's automatic sewing, with No. 8 needles, straight 

and curved. 
Awl, Harness maker's collar or drawing, S". 
Awl, haft. "Stanley's" No. X6. 4". 
Edging tool, 5" long. 
Knife, leather, 4" blade. 



77 



Table 34 (Continued I 



Item 


Amo 


6 




7 




8 




9 




10 





Description 
Knife, Harness maker's rouiad, 5" blades. 
Paper Needles, harness maker's, assorted. 
Rivet set, No. 1, H. S. Co. 
Rivet set. No. 2. H. S. Co. 
Spring Punch, 4 tubes. No. 4, 6, S and 10, H. S. Co., No. 126 A. 

VIII. General. (Desirable) 

1 1 Fire extinguisher, Pyrene, brass finish, with wall bracket for 

support. 

2 1 First aid cabinet, Johnson and Johnson, large size. 

3 1 Oily waste can, N. Y. pattern. No. 3, 12A"xl7i" with self 

closing lid. 

Table 35 

In order that farm shop work may be correlated as closely as possible 
with technical agriculture, a number of "jobs" have been grouped under 
heads used in the study of agriculture. The ?ist was taken from this study. 
It is merely suggestive, and is not meant to be exhaustive. Some objects may 
well appear under several of the heads used. 

The items in each group are so arranged that they appear in the order of 
the number of farmers per hundred who make these objects 



I. Soils and Field Crops 



1. 

2. 

3. 

4. 

•5. 

6. 

7. 

8. 

9. 
10. 
11. 
12. 
13. 
14. 



Plank drag 
Bins for grain 
Evener 
Corn cril) 
Crating 
Land leveler 
Road drag 



8. 

9. 
10. 
11. 
12. 
13. 
14. 



Planting stick 
Grain bed 
Seed corn curina 
Ensilage rack 
Seed corn tree 
Seed corn shed 
Weight carrier 



frame 



II. Animal Husbandry and Dairy Husbandry 



Milking stool 15. 

Jockey Stick 16. 

Pig pen 17. 

Horse manger 18. 

Cattle manger 19. 

Hog house 20. 

Feeding trough for swine 21. 

Hay rack 22. 

Horse drawn sled 23. 

Watering trough 24. 

Smoke house 25. 

Dog house 26. 



Feeding trough for sheep 

Rabbit coop. 

Roughage feed rack for cattle 

Ice house 

Wagon shed 

Roughage feed rack for swine 

Pigeon house 

Combination barn* 

Dairy barn""' 

Horse barn"" 

Milk record-sheet case 

Sheep barn'"" 

Unloading chute for cattle 



Feeding trough for stock 
Brush and curry comb cabinet 
Note: Items marked with ■'" are too large to build for school work, but may 
present desirable repair work. 

III. Horticulture and Vegetable Gardening 

1. Fruit ladder 6. Step ladder 

2. Trellis for grapes 7. 

3. Garden marker 8. 

4. Trellis for tomatoes 9. 

5. Seed corn testing tray 10. 



Bee hive 
Bee hive seat 
Sack holder 
Cabinet for seeds 



7S 







Table 35 


( Continued i 






IV. 


Foul 


Itry 


1. 


Nest for laying 


hens 


7. 


Chicken brooder 


2. 


Chicken coop 




8. 


Chicken crate 


3. 


Nest for setting 


hens 


9. 


Oats sprouter 


4. 


Feeding trough 


for chicks 


10. 


Egg tester 


5. 


Chicken feeder 




11. 


Trap nest 


6. 


Poultry house 












V. 


General 


1. 


Wire fence 




17. 


Implement shed 


2. 


Farm gate 




IS. 


Nail cabinet 


3. 


Board fence 




19. 


Wood shed 


4. 


Yard gate 




20. 


\^ise handle 


5. 


Saw horse 




21. 


Batten door 


6. 


Mortar box 




22. 


Miter box 


7. 


Tool box 




23. 


Bread board 


S. 


Saw buck 




24. 


Kitchen stool 


9. 


\\'agon box 




25. 


Kitchen s-'nk 


10. 


Wagon jack 




28. 


Tool carrier 


11. 


Privy 




27. 


Saw clamp 


12. 


Wagon seat 




2S. 


Windlass 


13. 


Flight of steps 




29. 


Wagon top 


14. 


Ironing board 




30. 


Lumber rack 


15. 


Well covering 




31. 


Kitchen bin 


16. 


House ladder 




32. 


Fireless cooker 



Table 36 
SELECTED BIBLIOGRAPHY FOR FARM SHOP WORK 

I. Books 
I Books marked with •■ are to be purchased first 1 
Woodwork 

Blackburn, Samuel E., Farm Woodivorking, Manual Arts Press, 191G. 
Brace and Mayne, Farm Shop Work, American Book Co. 
Burton, Myron G., SIiop Projects Based on Coiuwunity Problems, Vo- 
cational Supply Co. 
Griffith, Ira, Carpentry, Manual Arts Press. Second Edition, 1917. 
Radford, Wm. A., Practical Carpentry, Radford Architectural Co., 
Vol. I. 
='=Roehl, Louis M., Agricultural Woodworking, Bruce Publishing Co., 

1916. 
*Roehl, Louis M., FarDi Woodwork, Bruce Publishing Co., 1919. 

Drawing 

•'French rnd Ives, Agricultural Drawing, McGraw-Hill Co., 1915. 
Eugene Dietzgen Co., Lettering Strokes, Sent gratis. (Loose sheets) 
We'k, Elenieutary Mechanical Drawing, McGraw-Hill Co. 
Howe, Agricultural Drafting Problems, Wiley and Son. 
Howe, Aqric\dtural Drafting, Wiley and Son. 

Forge Work 

Brace and Mayne, Farm Sliop Work, American Book Co. 
Buffalo Forge Company, Exercises in Forge Shoji Practice, 1919. 
Drew, .1. M., Farm Blacksmithing, 1901-1910-1915. Webb Pub. Co. 
Goop-ervv. Thomas F., Practical Forging and Artsmitliing, Bruce Pub. 
Co., 1915. Price $1.00. 

79 



Table 35 (Continued' 

Ilgen, Wm. L., Forge Work, American Book Co., 1912. 
'"Schwarzkopf, E., PUi'.n and OiiKuiioitdl Forgi)ig, John Wiley and Son. 
Concrete 

Davidson, Ralph C, Concrete Pottery and Garden Funiitnre, Munn 

and Co., 1910. 
Eklaw, K. J. T., Farm Concrete, Macmillan Co., 1917. 
Portland Cement Association pamphlets. 
*Seaton, Roy A., Conciete Co}ist)uctio)i for Rtoal Co))nn!initief:, Mc- 
Graw-Hill Book Co., 1916. 
Farm Shop Work — General 

Eklaw, Farm Strnctnre.^, Macmillan Pub. Co., 1916. 

Ramsower, Harry C, Equipment for the Farni fuid Farmstead, Ginn 

& Co. 
Shawver, .J. L., Plioilc Frame Barn Construction, David Williams Co. 
Magazines 

American Carpenter and Builde)\ (Monthly). 

Concrete and Conent Age. (Monthly). 

Farm Mechanics. Farm Mechanics Co. 

hidustrial Arts Magazine. (Monthly), Bruce Pub. Co. 

The Manual Training Magazine. (Monthly), Manual Arts Press. 

II. 

A Selected List of Free Bulletins Containing Subject Matter of Value to 

Farm Shop Work 
Belgian Hares 

Raising Belgian Ha)-es and otiier Rabbits, Farmers' Bui. 496, 1917. 
Birds 

Bird Houses a)td How to Build Them, Farmers' Bui. 609, 1918. 

Building Plans 

Farm Building Plans, Ext. Circ. 104, April, 1918, College of Agr., 
Univei'sity of Wis. 

Concrete 

The Use of Concrete on the Farm, Farmers' Bui. 461, 1916. 

Cement and Concrete Fence Posts, 'Bu\. 148, 1909, Exp. Sta., Colo. Agr. 
College. 

Concrete Feeding Floors, Bui., May, 1918, Portland Cement Assoc. 

Concrete Foundations, Bui., Jan., 1918, Portland Cement Assoc. 

Concrete Troughs, Tanks and Cisterns, Bui., June, 1918, Portland 
Cement Assoc. 

Proportioning, Mixing and Placing Concrete, Bui., Jan., 1918, Port- 
land Cement Assoc. 

Dairy Bams 

Dairy Barns, Bui. 266, 1916, Agr. Exp. Sta., Univ. of Wis. 
Dairy Barns, Bui. 179, 1914, Univ. of Ky. 

The Dairy Barn and Milk House, Hoiv to Construct Them, Popular 
Bui. 95, 1915, Ag. Exp. Sta., Wash. 

Dairy Houses 

A Plan for a Small Dairy Honae, Farmers' Bui., 689, 1915. 
The Construction of the Dairy House, Bui. 188, 1916, Ag. Exp. Sta., 
Univ. of 111. 
Egg Tester 

Egg Candler, Ext. Bui. 1, 1916-1917, Ag. College, Ohio State Univ. 

80 



Table 36 (Continued) 

Farm Home Conveniences 

Fdiiii Hunw Cuuve)ue)iccs, Farmers' Bui. 927, 1918. 
Home Made Fireless Coolcera and Their Use, Farmers' Bui. 771, 1918. 
Di!/i}ig Vegetables and Fruits for Home Use, Dept. Circ. 3, 1919, U. S. 
Dept. Agr. 

FJy Tr(tps and Their Operation, Farmers' Bui. 7.']4, 191(;. 

Hogs 

Dry Lot vs. I'astiD-e C)'op foi- (iroivijig Pigs WitJi a Self-Feede)-, Sep- 

'arate Bui. 5, 1917, Ag. Exp. Sta., Penn. State College. 
Covinnndty Hog Houses, Bui. 16G, 1916, Ag. Exp. Sta., Iowa State 

College. 
The Locatioti, CoJistrnctioii, and Opei-atio)i of Hog Houses, Bui. 109, 

Reprint 1915, Ag. Exp. Sta., Univ. of 111. 
Hog Houses, Farviers' Bui. 438, 1917, 

Mo cable Hog Houses, Circ. 102, 1918, U. S. Dept. of Agr. 
Hon' to Make a Hog Crate, Circ. 46, U. S. Dept. Agr. 
The Self-Feeder for Hogs, Farmers' Bui. 906. 
A Simple Hog Breeding Crate, Farmers' Bui. 966, 1917. 
Dipping Vat for Hugs, Bui. 4, 1916, Ag. Exp. Sta., Univ. of Fla. 
I'orh Prodnetion in Wiseonsin, Bui. 242, 1914, Ag. Exp. Sta., Univ. 

of Wis. 
Sirine Hnsbandri/, Bui. G, 1918, Pa. Dept. of Agri., Harrisburg. 

Hotbeds 

Hotbeds for Home Cardens, Circ. 77, 1918, Ag. Exp. Sta., Purdue Univ. 
Hotbed Constriiciion, Popular Bui. 98, 1916, Washington Ag. Exp. Sta. 
F)'aines as a Factor i)i Track Croiviug, Farmers' Bui. 460, 1911. 

Ice Houses 

Ice Houses, Farmers' Bui. 475, 1918. 

Ice Houses and the Use of Ice on tJie Daij-y Farm, Farmers' Bui. 623, 

1915. 
Killing and Caring Pork, Farmers' Bui. 913, 1917. 

Paint 

Use of Paint on tlie Farm, Farmers' Bui. 474, 1917. 
Poultry 

Poult)'!/ House Construction, Farmers' Bui. 574, 1918. 

Poultry Houses, Bui. 211, 1918, Ag. Exp. Sta., Purdue Univ. 

The Missouri Poultry House, Circ. 80, 1916, Ag. Exp. Sta., Univ. of 

Missouri. 
Poultry Houses, Bui. 2, 1916-1917, Ag. Ext. Bui., Ohio State Univ. 
A Sucessful Iowa Shed Roof Poultry House, Bui. 176, 1918. 
Chicken Houses, Circ. 61, 1917, Ag. Exp. Sta., Kans. State Ag. Coll. 
Poult) y House Construction, Bui. 81, 1915, Ag. Exp. Sta., Storrs, Conn. 
P)rictical and Inexj)ensive Poultry Applia)ices, Circ. 142, 1915, Ag. 

Exp. Sta., Univ. of Cal. 
Natuj'al (Did Artificial Broodi)ig of Cliickois, F(n-mers' Bui. 624, 1915. 
. Poultry Houses, Ext. Ciix: 62, 1916, Ag. Exp. Sta., Univ. of Wis. 

Preserving Wood 

The P)-eservative Trcat>nent of Far)n Timbo's, Bui. 744, 1916. 
P)-eservative Treatment of Fence Posts, Bui. 158, 1915, Ag. Exp. Sta., 
Iowa State College. 

SI 



Table 36 (Continued.) 

Repair of Farm Equipment 

Care and Repair of Farm Implements, Farmers' Bui. 947, 1918. 

The Repair of Farm Equipment, Farmers' Bui. 347, 1915. 

Points on the Selectioii, Adjustment and Care of Farm Machines, Bui. 

133, 1915, Exp. Sta., Oreg. Ag. College. 
Cfwe and Repair of Farm I niplenie)its, Farmers' Bui. 1036, 1919. 

Road Drag 

The Road Drag and Hoiv It Is Used, Farmers' Bui. 597, 1917. 
Making Good Earth Roads, Bui. 9, 1911, Ag. Exp. Sta., Ohio State 
Univ. 

Rope 

Use of Rope on the Farm, Bui. 5, 191G-1917, Ag. Ext. Dept., Ohio State 
Univ. 

Sheep 

Slteej) Raising, Ext. Circ. 49, 1916, Penn'a State College. 

Silos 

Honie-nmde Silos, Farmers' Bui. 855, 1917. 

Suggestions for Selecting ajid Bnilding A Silo, Ext. Circ. 72, 1918, 
Penn'a State College. 

Silo Questions and Answers, Ext. Circ. 87, 1917, School of Ag., Univ. 
of Wis. 

Silo Construction, Bui. B-49, 1919, A. & M. College, Texas. 

How to Build the Wooden Hoop Silo, Circ. 9, 1917, Alabama Poly- 
technic Inst. 

Modern Silo Construction, Bui. 141, 1913, Ag. Exp. Sta., Iowa State 
College. 

Monolithic Cono-ete Silo for Yon)- Fa)-m, Bui. 1918, Portland Cement 
Association. 



ADDRESSES OF PUBLISHERS 

American Carpenter and Builder, 178 W. Jackson Bldg., Chicago, 111. 

American Book Co., 100 Washington Square, E. New York City. 

Buffalo Forge Co., Buffalo, N. Y. 

Bruce Publishing Co., Milwaukee, Wis. 

Concrete and Cement Age, 79 Fort Street, W. Detroit, Mich. 

Eugene Dietzgen Co., 218 E. 23rd Street, New York City. 

Farm Mechanics Co., 1827 Prairie Avenue, Chicago, 111. 

Ginn and Company, 29 Beacon Street, Boston, Mass. 

Henley Publishing Co., 130 Nassau Street, New York City. 

McGraw Hill Book Co , 66 Fifth Avenue, New York City. 

The Macmillan Co., 66 Fifth Avenue, New York City. 

Manual Arts Press, Peoria, 111. 

Orange Judd Co., New York City. 

Portland Cement Association, 111 W. Washington St., Chicago, 111. 

Popular Mechanics Co., 6 Michigan Avenue, Chicago, 111. 

Radford Architectural Co., 185 E. Jackson Bldg., Chicago, 111. 

Van Nostrand Co., 25 Park Place, New York City. 

Vocational Supply Co., Muncie, Indiana. 

Webb Publishing Co , St. Paul, Minn. 

John Wiley & Sons, 432 Fourth Avenue, New York City. 

82 



ADDRESSES OF AGRICULTURAL COLLEGES AND EXPERIMENT 

STATIONS 

(Compiled from "List of Workers in Subjects Pertaining to Agriculture, 
Home Economics and Marketing". 1918-1919. U. S. Department of Agricul- 
ture). 



Alabama. Alabama Polytechnic Institute and Agriculture Experiment 

Station, Auburn. 

Arizona. College of Agriculture and the Agricultural E.xperiment Sta- 

tion of the University of Arizona, Tucson. 

Arkansas. College of Agriculture and Agricultural Experiment StatioTi 

of the University of Arkansas, Fayetteville. 

California College of Agriculture and the Agricultural Experiment Sta- 

tion of the University of California, Berkeley. 

Colorado. The State Agricultural College of Colorado and the Agri- 

cultural Experiment Station, Fort Collins. 

Connecticut. Connecticut Agricultural College and the Storrs Agricultural 

Experiment .Station, Storrs. 

Connecticut State Agricultural Experiment Station, New 
Haven. 

Delaware. Delaware College and the Agricultural Experiment Station, 

Newark. 

Florida. College of Agriculture and the Agricultural Experiment Sta- 

tion of the LTniversity of Florida, Gainesville. 

Georgia. Georgia State College of Agriculture, University of Georgia. 

Athens. 
Georgia Experiment Station, Experiment. 

Idaho. College of Agriculture and the Agricultural Experiment Sta- 

tion of the University of Idaho,. Moscow. 

Illinois. College of Agriculture and the Agricultural Experiment Sta- 

tion of the I'niversity of Illinois, LTrt^ana. 

Indiana. Purdue University (The School of Agriculture and the Agri- 

cultural Experiment Station), LaFayette. 

Iowa. Iowa State Col'ege of Agriculture and Mechanic Arts and 

the Agricultural Experiment Station, Ames. 

Kansas. Kansas State Agricultural College and the Agricultural Ex- 

periment Station, Manhattan. 

Kentucky. College of Agriculture and the Agricultural Experiment Sta- 

tion of the I'uiversity of Kentucky, Lexington. 

Louisiana. Louisiana State University and Agricultural and Mechanical 

College and the State Experiment Station, University Stn 
tion, Batan Rouge. 

83 



Maine. College of Agriculture and Agricultural Experiment Station 

of the University of Maine, Orono. 

Maryland. Maryland State Col'ege of Agriculture and the Agricultural 

Experiment Station, College Park. 

Massachusetts. Massachusetts Agricultural College and Agricultural Experi- 
ment Station, Amherst. 

Michigan. The Michigan Agricultural College and the Agricultural Ex- 

periment Station, East Lansing. 

Minnesota. Department of Agriculture (School of Agriculture and Agri- 

cultural Experiment Station I of the University of Minnesota, 
University Farm, St. Paul. 

Mississippi. Mississippi Agricultural and Mechanical College and Agri- 

cultural Experiment Station, Agricultural College. 

Missouri, College of Agriculture and the Agricultural Experiment Sta- 

tion of the University of Missouri, Columbia. 

Montana. Montana State College of Agriculture and Mechanic Arts 

and the Agricultural Experiment Station, Bozeman. 

Nebraska. College of Agriculture and the Agricultural Experiment Sta- 

tion of the University of Nebraska, Lincoln. 

Nevada. College of Agr'culture and the Agricultural Experiment Sta- 

tion of the University of Nevada, Reno. 

New Hampshire. New Hampshire College of Agriculture and the Mechanic 
Arts and the Agricultural Experiment Station, Durham. 

New Jersey State College of Agriculture and the Mechanic Arts and 

Agricultural Experiment Station of Rutgers College and the 
State Lhiiversity of New Jersey, New Brunswick. 

New Mexico. New Mexico College of Agriculture and Mechan-'c Arts and 

the Agricultural Experiment Station, New Mexico. 

New York New York State College of Agriculture and the Agricul- 

tural Experiment Station at Cornell University, Ithaca. New 
York State Agricultural Experiment Station, Geneva. 

North Carolina. North Carolina State College of Agriculture and Engineer- 
ing, West Raleigh, and the Agricultural Experiment Station, 
Raleigh, and West Raleigh. 

North Dakota. North Dakota Agricultural College and the Agricultural Ex 
periment Station. Agricultural College. 

Ohio. The College of Agriculture and of Veterinary Medicine, Ohio 

State Lhiiversity, Columbus. 
Ohio Agricultural Experiment Station, Wooster. 

Oklahoma. Oklahoma Agricultural and Mechanical College and the 

Agricultural Experiment Station, Stillwater. 

Oregon. Oregon Agricultural College and the Agricultural Experi- 

ment Station, Corvallis. 

Pennsylvania. The School of Agriculture and Agricultural Experiment Sta- 

tion, State College. 



Rhode Island. 
South Carolina. 
South Dakota. 
Tennessee. 
Texas. 
Utah. 
y Vermont. 

^ Virginia. 

^ Washington. 

West Virginia. 

V 

Wisconsin. 

> Wyoming. 



Rhode Island State Colege and the Agricultural Experiment 
Station, Kingston. 

Clemson Agricultural College and the Agricultural Experi- 
ment Station, Clemson College. 

South Dakota State College of Agriculture and Mechanic 
Arts and the Agricutlural Experiment Station, Brookings. 

College of Agriculture and the Agricultural Experiment Sta- 
tion of the University of Tennessee, Knoxville. 

Agricultural and Mechanical College of Texas and the Agri- 
cultural Experiment Station, College Station. 

Agricultural College of Utah and the Agricultural Experi- 
ment Station, Logan. 

College of Agriculture and Agricultural Experiment Station 
of the University of \'ermont and the State Agricultural 
College, Burlington. 

Virginia Agricultural and Mechanical College and Poly- 
technic Institute and the Agricultural Experiment Station, 
Blacksliurg. 

State College of Washington and the Agricultural Experi- 
ment Station, Pullman. 

College of Agriculture and the Agricultural Experiment Sta- 
tion of W'est Virginia University, Morgantown. 

College of Agriculture and the Agricultural Experiment Sta- 
tion of the University of Wisconsin, Madison. 

College of Agriculture and the Experiment Station of the 
University of Wyoming, Laramie. 



85 



VITA 

Ferdinand Theodore Struck, born at Hamburg, Germany, March 18, 1886. 
Came to the L nited States at six years of age. 

Academic and Professional Training 

Hood River, Oregon High School, 
Graduated at head of class, 1907. 

University of Oregon, Eugene 
B.S. (C.E.), 1907-1911. 
President of Engineer's Club. 
President of Men's Dormitory. 

Teachers' College, Columbia University, 1913-1914, A.M. 
Professional Diploma, Director of Industrial Arts. 

Teachers' College, Columbia University, 1914, 1915, 1916, 1917, 1918 (Part 
timet . 
Member Columbia Chapter of Phi Delta Kappa. 
President, Essex County, (N. J.), Arts Association, 1918-1919. 

Present position: 

Associate Professor of Agricultural Education, The Pennsylvania 
State College. 



86 

3W7-159 
62 



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